Figure 1
Augmented Community of Inquiry Framework
Table 1
Teaching Presence (TP)
| It helped when… | I was challenged by… | I would like… | |
|---|---|---|---|
| TP1 Design & organisation | (1) the course system was well organised and easy to make sense of. (2) the course materials were designed to be engaging. (3) the course materials were designed to be supportive. | (4) the educational offer from Kiron, which I could not make sense of on my own. (5) the platform which was difficult to navigate. (6) courses that were not suitable for my level. (7) course content which was not related to real life. | |
| TP2 Facilitation | (8) I was guided towards understanding course topics. (9) I was kept “engaged and participating in productive dialogue” (Garrison, 2017, p. 173). (10) I was challenged to work things out for myself. (11) I was given support to stay focused on my learning. (12) the “development of a sense of community among participants” (Garrison, 2017, p. 173) was reinforced. (13) I was supported to reflect on my learning process in a structured way. | (14) the fast pace of delivery. | (15) someone to help me stay on task. (16) to be noticed, valued, and encouraged. |
| TP3 Direct instruction | (17) I was given feedback on my strengths, weaknesses, and understanding of the subject matter. | (18) course content that contained open-ended questions with no feedback. (19) course content that assumed prior knowledge that I did not have. |
Table 2
Social Presence (SP)
| It helped when… | I was challenged by… | I would like… | |
|---|---|---|---|
| SP1 Interpersonal relationships | (20) I got to know other learners and felt a sense of belonging. | (21) not knowing who I was communicating with online. | (22) to connect with other learners in my local area. |
| SP2 Open communication | (23) I networked widely with people in my subject area. | (24) my lack of self-confidence to communicate with others online. | |
| SP3 Group cohesion | (25) we learned collaboratively online. | (26) the lack of cohesion in online discussions. |
Table 3
Cognitive Presence (CP)
| It helped when… | I was challenged by… | I would like… | |
|---|---|---|---|
| CP1 Triggering event | (27) the presentation of course content grabbed my attention. | ||
| CP2 Exploration | (28) I used “a variety of information sources to explore problems” (Garrison, 2017, p. 174) | (29) the lack of focused and timely learning activity in the discussion forums and online study groups. | |
| CP3 Integration | (30) I talked to other people about what I was learning. (31) I spent time revising the basics in the subject I was studying. | ||
| CP4 Resolution | (32) I was able to “apply new knowledge to my work or other non-class activities” (Garrison, 2017, p. 175) |
Table 4
Learning Presence (LP)
| It helped when… | I was challenged by… | I would like… | |
|---|---|---|---|
| LP1 Forethought and planning | (33) I set goals for myself. (34) I planned how I was going to use my time for learning. | ||
| LP2 Monitoring | (35) I observed my progress. (36) I was aware of the different learning strategies that I was using. | ||
| LP3 Strategy use | (37) I had strategies for managing my time. (38) I put effort into learning. (39) I taught others. (40) I researched how other people became successful in my discipline and modelled my behaviour after them. | (41) the realities of daily life that distracted me from my learning. (42) the fact that I learn slowly on my own. | |
| LP4 Reflection | (43) I looked for learning opportunities in all situations. |