Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The community of inquiry framework, a well-known theoretical framework to impart deep and meaningful learning in online and face-to-face learning communities, has not been studied thoroughly in face-to-face Educational settings (Garrison, 2016). In this study, I investigated whether there was a statistically significant difference in the community of inquiry presence between hard pure and soft pure academic disciplines in a traditional face-to-face Educational setting. A Qualtrics survey was sent via email to 1,592 students enrolled in hard pure (mathematics course) and soft pure (communication course) disciplines. This study included four research questions, one descriptive and three inferential. Descriptive statistics showed teaching presence to hold the highest ordinal position among the three community of inquiry presences. Inferential statistics showed that independent variables of academic discipline and gender did not statistically significantly influence the community of inquiry presence between soft pure and hard pure disciplines. Results indicated that the community of inquiry framework is equally applicable in both soft pure and hard pure disciplines. The studys practical implication is that in both disciplines, the three elements of the community of inquiry and their sub-elements are essential for the effective functioning of a learning community. Educators and instructional designers should know the qualitative differences of the three elements of the community of inquiry in different disciplines to design instructions in varying inquiry cultures.
Recommended Citation
Mathew, Jiss Varghese, "A Comparative Study Of The Community Of Inquiry Presence Between Hard Pure And Soft Pure Disciplines In A Traditional Face-To-Face Educational Setting" (2020). All-Inclusive List of Electronic Theses and Dissertations. 1518.
https://scholars.indianastate.edu/etds/1518