Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/8936
Title: Examining emergency remote teaching using the community of inquiry framework: Lecturer experiences in a Kenyan University
Authors: Chiroma, Jane Adhiambo 
Meda, Lawrence 
Waghid, Zayd 
Keywords: Cognitive Presence;Community of Inquiry;COVID-19;Emergency Remote Teaching;Lecturers’ Experiences;Online Learning;Social Presence;Teaching Presences
Issue Date: 2021
Publisher: IGI Global
Source: Chiroma, J.A., Meda, L. & Waghid, Z. 2021. Examining emergency remote teaching using the community of inquiry framework: Lecturer experiences in a Kenyan University. International Journal of Information and Communication Technology Education, 17(2): 1-16. [https://doi.org/10.4018/IJICTE.20211001.oa17]
Journal: International Journal of Information and Communication Technology Education 
Abstract: The COVID-19 global pandemic has forced many universities worldwide to switch from face-toface classes to emergency remote teaching (ERT) to allow students to continue learning. Using the community of inquiry framework, this study aimed to examine a group of lecturers’ experiences of ERT at a university in Kenya. The study was conducted using a qualitative case study design within an interpretive paradigm. Ten lecturers were purposively selected to participate in semi-structured interviews. The findings suggest that these lecturers had established teaching presence, social presence, and cognitive presence to enhance students’ learning experiences during the time they engaged in ERT. The community of inquiry was found to be a useful framework by the researchers for lecturers to use in order to rethink, organize, and guide ERT at the university, which was the site of the study. This study has practical implications for course designers, researchers, and students at universities and other educational institutions concerning curriculum re-design using a CoI as a framework.
URI: http://hdl.handle.net/11189/8936
ISSN: 1550-1876
1550-1337
DOI: https://doi.org/10.4018/IJICTE.20211001.oa17
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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