1. Using the Community of Inquiry Framework Survey for Multi-Level Institutional Evaluation Phil Ice, Ed.D. 26th Annual Conference on Distance Teaching & Learning

2. CoI Framework A process model of learning in online and blended educational environments Grounded in a collaborative constructivist view of higher education Assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning

3. Three Presences

4. Social Presence The ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people The degree to which participants in computer mediated communication feel socially and emotionally connected

5. Social Presence - Elements Affective expression (expressing emotion, self-projection) Open communication (learning climate, risk free expression) Group cohesion (group identity, collaboration)

6. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry

7. Cognitive Presence - Elements Triggering event (sense of puzzlement) Exploration (sharing information & ideas) Integration (connecting ideas) Resolution (synthesizing & applying new ideas)

8. Cognitive Presence - Elements triggering event (sense of puzzlement) exploration (sharing information & ideas) integration (connecting ideas) resolution (synthesizing & applying new ideas)

9. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

10. Teaching Presence - Elements Design and organization (setting curriculum & activities) Facilitation (shaping constructive discourse) Direct instruction (focusing & resolving issues)

11. CoI Survey 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion) 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution) 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)

12. CoI Survey - Validation Tested in graduate courses at four institutions in the US and Canada Principal component factor analysis Three factor model predicted by CoI framework confirmed Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan – 2008 Subsequent validation and cumulative n over 500,000

13. Community of Inquiry Survey Instrument (draft v15) Developed by Ben Arbaugh, Marti Cleveland-Innes, Sebastian Diaz, Randy Garrison, Phil Ice, Jennifer Richardson, Peter Shea & Karen Swan Teaching Presence Design & Organization 1. The instructor clearly communicated important course topi 2. The instructor clearly communicated important course goals. 3. The instructor provided clear instructions on how to participate in course learning activities. 4. The instructor clearly communicated important due dates/time frames for learning activities. Facilitation of Discourse 5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn. 6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking. 7. The instructor helped to keep course participants engaged and participating in productive dialogue. 8. The instructor helped keep the course participants on task in a way that helped me to learn. 9. The instructor encouraged course participants to explore new concepts in this course. 10. Instructor actions reinforced the development of a sense of community among course participants. Direct Instruction 11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn. 12. The instructor provided feedback that helped me understand my strengths and weaknesses. 13. The instructor provided feedback in a timely fashion.

14. Social Presence Affective Expression 14. Getting to know other course participants gave me a sense of belonging in the course. 15. I was able to form distinct impressions of some course participants. 16. Online or web-based communication is an excellent medium for social interaction. Open communication 17. I felt comfortable conversing through the online medium. 18. I felt comfortable participating in the course discussions. 19. I felt comfortable interacting with other course participants. Group cohesion 20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust. 21. I felt that my point of view was acknowledged by other course participants. 22. Online discussions help me to develop a sense of collaboration.

15. Cognitive Presence Triggering Even 23. Problems posed increased my interest in course issues. 24. Course activities piqued my curiosity. 25. I felt motivated to explore content related questions. Exploration 26. I utilized a variety of information sources to explore problems posed in this course. 27. Brainstorming and finding relevant information helped me resolve content related questions. 28. Discussing course content with my classmates was valuable in helping me appreciate different perspectives. Integration 29. Combining new information helped me answer questions raised in course activities. 30. Learning activities helped me construct explanations/solutions. 31. Reflection on course content and discussions helped me understand fundamental concepts in this class. Resolution 32. I can describe ways to test and apply the knowledge created in this course. 33. I have developed solutions to course problems that can be applied in practice. 34. I can apply the knowledge created in this course to my work or other non-class related activities.

19. The CoI Survey at APUS Used as the end of course survey since January 2009 45% return rate To date n = approximately 130,000 Data analyzed using comparative descriptive statistics, regression analysis and factor analysis at the University, School, Program, Course and Instructor levels Recognized as Sloan-C’s effective practice of the year 2009

20. Recommendations…Part II As part of a process of Continuous Quality Improvement (CQI), work to strengthen data to improve decision-making. When expanding existing systems for assessment and evaluation of student achievement, identify new measures that may be collected to more fully explain student retention. For example, the Community of Inquiry Framework survey has been used by other online institutions to help inform student retention, and items from this survey have been found to be significant predictors (both statistically and pragmatically) of student retention.

22. Implementation Quarterly audit form revised to mirror the CoI Annual review form revised to mirror the CoI with Focus on: Course Organization Content Knowledge/Learning for Cognitive Presence Direct Instruction and Feedback Social Interaction and Discussion Work Agreement and Achievements Professional Development

23. Technology Integration Difference between means in split testing Difference in variance accounted for Discrete differences in CHAID analysis SEM pattern alternation Qualitative instrumentation derivative of the COI utilized where appropriate Focus on efficacy and ROI

24. Testing Feedback – audio and video implementations have proven very effective Split testing used to assess differences Analysis of differences in means Strengthen factor loadings on Social Presence Impact on eight CoI items

25. Examples Online or web-based communication is an excellent medium for social interaction. Text group / mean = 3.90 Audio group / mean = 4.27 The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn. Text group / mean = 3.90 Audio group / mean = 4.27

26. Instructional Design 1 CoI analysis informs optimal design strategy Bifurcation of Teaching Presence is an indicator of need for review of “instructor voice” Social Presence bifurcation is an indicator of the need for more collaboration Strength of factor loadings can indicate areas where content review is needed

27. Instructional Design 2 Socio-epistemological orientation – objectivist vs. constructivist Two factor loading pattern indicative of an objectivist orientation Constructivist paradigm important for those most impacted – 38-47 years of age

28. Thank You! Phil Ice, Ed.D. Director of Course Design, Research and Development American Public University System pice@apus.edu Vice President Sage Road Analytics phil@sageroadanalytics.com