A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years

Since the outbreak of COVID-19, online learning has gained popularity among educators and learners, where Community of Inquiry (CoI) has caught researchers' attention. To bibliometrically analyze the framework of CoI over twenty-five years, we adopted both qualitative and quantitative research methods to examine the framework of CoI in online learning contexts. We concluded that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy played important roles in the framework of CoI. This study also explored the top ten authors, sources, organizations, and countries using VOSviewer and established citation networks through the clustering techniques in CitNetExplorer. Future research could focus on how to motivate the educational institutes and educators to change their traditional educational methods and whether to include both metacognition and self-efficacy in the CoI framework.

Automated summary

This study analyzes the framework of Community of Inquiry (CoI) in online learning contexts through qualitative and quantitative research methods. The findings suggest that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy play important roles in the CoI framework. The study also explores the top authors, sources, organizations, and countries in this field and establishes citation networks. Future research could focus on motivating educational institutes and educators to change traditional educational methods and the inclusion of metacognition and self-efficacy in the CoI framework.