Although scholars have explored sense of community in both online and face-to-face education, there has been little research of this topic in online sport management education. The community of inquiry (CoI) framework focuses on three aspects of overall student engagement in online education: social presence, cognitive presence, and teaching presence. It is through the interaction of these areas that a community of learning can be developed in online courses, and effective higher levels of learning can be implemented. The purpose of this review is to provide an overall perspective of the CoI framework as a means to enhance the student experience through discussion of social, cognitive, and teaching presence. In addition, implications for practical application in sport management programs and directions for future research of the CoI framework within sport management education will be provided, and related outcomes will be explored.
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J. Michael Martinez and Christopher R. Barnhill
Megan B. Shreffler, Adam R. Cocco, and Jacob R. Shreffler
inquiry framework to provide perspectives and strategies for enhancing the overall student experience in online sport management courses. The community of inquiry framework suggests there are three aspects of student engagement in online education—social presence, cognitive presence, and teaching presence
Mike Rayner and Tom Webb
courses . Online Learning, 24 ( 1 ), 28 – 49 . doi:10.24059/olj.v24i1.1980 10.24059/olj.v24i1.1980 Martinez , J.M. , & Barnhill , C.R. ( 2017 ). Enhancing the student experience in online sport management programs: A review of the community of inquiry framework . Sport Management Education
Mark A. Beattie and Leeann M. Lower-Hoppe
experience in online sport management programs: A review of the community of inquiry framework . Sport Management Education Journal, 11 ( 1 ), 24 – 33 . https://doi.org/10.1123/smej.2016-0009 McMahon , T. ( 2010 , January 3 ). Cuban era has been anything but boring . ESPN . https
Julia Sargent and Antonio Calderón
) presented a proposal, where a sample of PE teachers used an ad hoc designed mobile app to facilitate the enactment of a new curriculum framework. They reported that the engagement in a learning community of inquiry was paramount to these teachers’ development of effective practices when enacting a new
