Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework

Authors

  • Catherine A Honig National Louis University
  • Diane Salmon National Louis University

DOI:

https://doi.org/10.24059/olj.v25i2.2237

Keywords:

community of inquiry, learner presence, online MBA

Abstract

In the present study we explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences—teaching, social, cognitive presence—we add to a line of research on a potential fourth presence, learner presence. We employed a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners’ presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction. 

Author Biographies

Catherine A Honig, National Louis University

Catherine Honig, Ph.D. is an Associate Professor and Chair, MBA Program in National Louis University's College of Professional Studies and Advancement (CPSA). She earned her doctorate in industrial/organizational psychology from Bowling Green State University and has 30 years of higher education teaching experience. Her research interests place emphasis on high-touch online instruction, student perceptions of online and blended learning, and the impact of EdTech tools on student learning and engagement in online courses.

Diane Salmon, National Louis University

Diane Salmon is Professor Emeritus at National Louis University where she taught and held various administrative roles for 30 years. She holds a doctorate in Educational Psychology from University of Wisconsin-Madison. Her research interests include the nature and development of expertise in teaching and the design of effective learning environments to promote teacher development. She has authored or co-authored numerous professional publications, including two books: Facilitating Interpersonal Relationships in the Classroom: The Relational Literacy Curriculum, relationship building processes and tools for elementary classrooms; and Using Concept Mapping to Foster Adaptive Expertise, an approach to concept mapping for instructional planning.

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Published

2021-06-01

Issue

Vol. 25 No. 2 (2021)

Section

Empirical Studies

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