Online kinesiology: using the community of inquiry framework to enhance students’ learning experiences

The purpose of this study was to examine the effects of the Community of Inquiry (CoI) framework on students’ perspectives of an online Kinesiology course. A Health-Related Fitness and Wellness course, an introductory Kinesiology class in the California State University, was converted to an online format using the CoI framework. Results showed that students reported high perception at times 1, 2, and 3 for cognitive presence (M = 4.39 ± .52; M = 4.24 ± .78; M = 4.14 ± .79), teaching presence (M = 4.65 ± .40; M=4.40 ± .69; M = 4.42 ± .65), and social presence (M = 4.28 ± .66; M = 4.20 ± .70; M = 3.94 ± .89). Canonical correlation analysis revealed that social presence (.62) was strongly and positively associated with sense of community (.54) and student satisfaction (.47), and the redundancy index indicated that 53.95% of the variance in both sense of community and student satisfaction could be accounted for by social presence. The results also indicted that the students had a high, positive perception of the CoI framework, and that perception of the framework did not change over time. The results also indicated that social presence was correlated with student satisfaction and sense of community. The findings of this study seem to imply that with continuous implementation of the CoI framework, students had a high perception of the three presences, with social presence having the most contribution to students’ sense of community and satisfaction with the course

Online Kinesiology: Using the Community of Inquiry Framework to Enhance Students’ Learning Experiences

The purpose of this study was to examine the effects of the Community of Inquiry (CoI) framework on students’ perspectives of an online Kinesiology course. A Health-Related Fitness and Wellness course, an introductory Kinesiology class in the California State University, was converted to an online format using the CoI framework. Results showed that students reported high perception at times 1, 2, and 3 for cognitive presence (M = 4.39 ± .52; M = 4.24 ± .78; M = 4.14 ± .79), teaching presence (M = 4.65 ± .40; M= 4.40 ± .69; M = 4.42 ± .65), and social presence (M = 4.28 ± .66; M = 4.20 ± .70; M = 3.94 ± .89). Canonical correlation analysis revealed that social presence (.62) was strongly and positively associated with sense of community (.54) and student satisfaction (.47), and the redundancy index indicated that 53.95% of the variance in both sense of community and student satisfaction could be accounted for by social presence. The results also indicted that the students had a high, positive perception of the CoI framework, and that perception of the framework did not change over time. The results also indicated that social presence was correlated with student satisfaction and sense of community. The findings of this study seem to imply that with continuous implementation of the CoI framework, students had a high perception of the three presences, with social presence having the most contribution to students’ sense of community and satisfaction with the course

The energy method of analysis of rubber shells of revolution : translation no. 3

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