Learning in Communities of Inquiry: A Review of the Literature (Winner 2009 Best Research Article Award)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of this study was to investigate learning in communities of inquiry (CoI) as the terms are defined in Garrison, Anderson, and Archer’s (2000) framework. We identified 252 reports from 2000 – 2008 that referenced the framework, and we reviewed them using Ogawan and Malen’s (1991) strategy for synthesizing multi-vocal bodies of literature. Of the 252 reports, 48 collected and analyzed data on one or more aspects of the CoI framework; only five included a measure of student learning. Predominantly, learning was defined as perceived learning and assessed with a single item on a closed-form survey. Concerns about the soundness of such measures pervade the educational measurement community; in addition, we question the validity of the particular items employed in the CoI literature. Bracketing these concerns, the review indicates that it is unlikely that deep and meaningful learning arises in CoI. Students associate the surface learning that does occur with independent activities or didactic instruction; not sustained communication in critical CoI. We encourage researchers to conduct more, substantial investigations into the central construct of the popular framework for e-learning and theorists to respond to the mounting body of disconfirming evidence. Resume Le but de cette etude etait d’examiner l’apprentissage dans des communautes d’investigation (COI) tel que defini par le dispositif de Garrison et coll. (2000). Nous avons identifie 252 rapports de 2000 a 2008 qui font reference a ce dispositif, et nous les avons passes en revue en utilisant la strategie d’Ogawan et Malen pour synthetiser des corpus de litterature multivocaux. Des 252 rapports, 48 ont collecte et analyse des donnees sur un ou plusieurs aspects du dispositif COI; seulement cinq incluait une mesure de l’apprentissage etudiant. De facon predominante, l’apprentissage etait defini comme l’apprentissage percu et evalue a l’aide d’un seul item sur un sondage de type ferme. Des inquietudes quant a la valeur de telles mesures impregnent la communaute de recherche en evaluation en education; de plus, nous remettons en question la validite des items employes dans la litterature COI. Entourant ces inquietudes, notre revue des rapports indique qu’il est peu probable qu’un apprentissage profond et significatif se produit en COI. Les etudiantes et etudiants associent l’apprentissage superficiel qui se produit a des activites independantes ou a de l’instruction didactique; pas a de la communication soutenue en COI critique. Nous encourageons les chercheurs a conduire des etudes plus substantielles sur le construit principal de ce dispositif populaire pour le eLearning et les theoriciens a repondre au corpus d’evidences negatives grandissant.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it