Interaction within online educational environments has long been advocated as conducive to learning, whether interaction between the learner and their teacher, the learner and online resources or the learner and their peers. The relationship among these three types of interaction is also receiving increasing attention, with the Community of Inquiry (CoI) framework providing a method of interpreting this relationship in terms of the interplay of teaching presence, cognitive presence and social presence. This case study investigates the use of the CoI framework as a learning design model, showing how it was used to address specific issues in a postgraduate online module. Specifically, the framework informed decisions to strongly link together interaction with the video content, activity on discussion boards and release of new learning materials. Using discussion board posts and video analytics as the primary evidence of learner engagement, the findings show how learner activity significantly increased in both ‘social’ contexts and ‘cognitive’ contexts. More importantly, analysis also revealed strong correlations among participation in discussions, video viewing and module completion. The study suggests that the CoI framework is a robust model for learning design in online environments.

中文翻译：

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研究社区框架作为学习设计模型：以研究生在线教育为例

长期以来，一直提倡在线教育环境中的交互作用，无论是学习者与他们的老师，学习者与在线资源之间的相互作用，还是学习者及其同伴之间的相互作用，都有助于学习。这三种互动类型之间的关系也越来越受到关注，“探究社区”（CoI）框架提供了一种根据教学状态，认知状态和社会状态之间的相互作用来解释这种关系的方法。该案例研究调查了CoI框架作为学习设计模型的使用情况，展示了如何将其用于解决研究生在线模块中的特定问题。具体而言，该框架为决策提供了强有力的决策，以将与视频内容的互动，讨论板上的活动以及新学习材料的发布紧密地联系在一起。通过使用讨论板帖子和视频分析作为学习者参与的主要证据，研究结果表明学习者活动在“社交”情境和“认知”情境中如何显着增加。更重要的是，分析还显示了参与讨论，视频观看和模块完成之间的强烈关联。研究表明，CoI框架是用于在线环境中学习设计的强大模型。