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Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/36555

Title: Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants’ satisfaction
Authors: Gutiérrez-Santiuste, Elba
Gallego-Arrufat, María Jesús
Issue Date: 2014
Abstract: This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students’ satisfaction with the activities, with the professors’ actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good-byes). The data are relevant to the students’ satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively.
Publisher: British Educational Research Association (BERA); Wiley
Keywords: Communication research
Higher education
Community of inquiry
Cognitive presence
Social presence
Teaching presence
Participant satisfaction
Computer mediated communication
URI: http://hdl.handle.net/10481/36555
ISSN: 1467-8535
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Gutiérrez-Santiuste, E.; Gallego-Arrufat, M.J. Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants' satisfaction. British Journal of Educational Technology: online (2014). [http://hdl.handle.net/10481/36555]
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