The use of the "Collaborative Inquiry Cycle Model" in an Online Collaborative Learning Forum
Article Sidebar
Main Article Content
Abstract
This case study aimed to explore alternatives to an existing collaborative learning activity—a discussion forum on the Blue Line platform designed for UN staff. The objective was to strengthen peer learning and collaboration by drawing on the Collaborative Inquiry Cycle (CIC) model developed by Gunawardena et al. (2019). The study assessed the impact of this model on the collaborative process and on the learners’ experience. Forum exchanges were analyzed using the Interaction Analysis Model (IAM) to identify traces of the social construction of knowledge. A survey and an individual interview supplemented the data collection. The results show that the model had a limited impact in the forum, with uneven participation and limited collaboration. These limitations appear to be related to the format, the time lags between responses, and perhaps the topic addressed in the activity. The study also highlights the importance of clarifying expectations and the added value of collaboration, as well as the potential for automating interaction analysis.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Ahmad, M., Junus, K., et Santoso, H. B. (2022). Automatic content analysis of asynchro-nous discus-sion forum transcripts: A systematic literature review. Education and Infor-mation Technologies, 27(8), 11355‑11410. https://doi.org/10.1007/s10639-022-11065-w DOI: https://doi.org/10.1007/s10639-022-11065-w
Almodiel, M. C. (2022). Analyzing Online Learners’ Knowledge Construction in Asynchronous Discussion Forums Using Interaction Analysis Model. International Journal in Information Technology in Governance, Education and Business, 4(1), 1‑11. DOI: https://doi.org/10.32664/ijitgeb.v4i1.93
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Garrison, D. R., Anderson, T., et Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2‑3), 87‑105. https://doi.org/10.1016/S1096-7516(00)00016-6 DOI: https://doi.org/10.1016/S1096-7516(00)00016-6
Gasmi, A. A. (2022). Through the Lens of Students: How Online Discussion Forums Affect Students’ Learning. International Journal of Technology in Education, 5(4), 669‑684. https://doi.org/10.46328/ijte.291 DOI: https://doi.org/10.46328/ijte.291
Groupe des Nations Unies pour le développement durable. (s. d.). Programme 2030. Consulté 21 septembre 2026. https://unsdg.un.org/fr
Gunawardena, C. N., Chen, Y., Flor, N., et Sanchez, D. (2023). Deep Learning Models for Analyzing Social Construction of Knowledge Online. Online Learning, 27(4). https://doi.org/10.24059/olj.v27i4.4055 DOI: https://doi.org/10.24059/olj.v27i4.4055
Gunawardena, C. N., Frechette, C., et Layne, L. (2019). Culturally inclusive instructional design: A framework and guide for building online wisdom communities. Routledge, Taylor & Francis Group. DOI: https://doi.org/10.4324/9781315439204
Gunawardena, C. N., Lowe, C. A., et Anderson, T. (1997). Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing. Journal of Educational Computing Research, 17(4), 397‑431. https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG DOI: https://doi.org/10.2190/7MQV-X9UJ-C7Q3-NRAG
Karsenti, T., et Savoie-Zajc, L. (2018). La recherche en éducation : Étapes et approches (4e édition revue et mise à jour). Presses de l’Université de Montréal. DOI: https://doi.org/10.1515/9782760639331
Lucas, M., Gunawardena, C., et Moreira, A. (2014). Assessing social construction of knowledge online: A critique of the interaction analysis model. Computers in Human Behavior, 30, 574‑582. https://doi.org/10.1016/j.chb.2013.07.050 DOI: https://doi.org/10.1016/j.chb.2013.07.050
Megli, A. C., Fallad-Mendoza, D., Etsitty-Dorame, M., Desiderio, J., Chen, Y., Sanchez, D., Flor, N., et Gunawardena, C. N. (2024). Using Social Learning Analytic Methods to Examine Social Construction of Knowledge in Online Discussions. American Journal of Distance Educa-tion, 38(1), 65‑80. https://doi.org/10.1080/08923647.2023.2192597 DOI: https://doi.org/10.1080/08923647.2023.2192597
Miyashita, H., et Wark, N. (2024). Multiple content analysis models for analyzing higher order thinking development in online forums. International Women Online Journal of Distance Education, 13(1), 19‑38. https://www.wojde.org/FileUpload/bs295854/File/complete_131_.pdf#page=25
Rivera, D. A., Frenay, M., et Swaen, V. (2024). The Learning Design of MOOC Discussion Forums: An Analysis of Forum Instructions and Their Role in Supporting the Social Construction of Knowledge. Technology, Knowledge and Learning, 29(2), 585‑615. https://doi.org/10.1007/s10758-023-09670-w DOI: https://doi.org/10.1007/s10758-023-09670-w
Scardamalia, M., et Bereiter, C. (2010). A Brief History of Knowledge Building. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 36(1). https://doi.org/10.21432/T2859M DOI: https://doi.org/10.21432/T2859M
Stahl, G., et Hakkarainen, K. (2021). Theories of CSCL. Dans U. Cress, C. Rosé, A. F. Wise, et J. Oshima (dir.), International Handbook of Computer-Supported Collaborative Learning (p. 23‑43). Springer International Publishing. https://doi.org/10.1007/978-3-030-65291-3_2 DOI: https://doi.org/10.1007/978-3-030-65291-3_2
UNSSC. (s. d.). About UNSSC. Consulté 21 septembre 2026. https://www.unssc.org/about
UNSSC. (2025, décembre). 5 Years with the Blue Line. https://w02.unssc.org/blueline5years/
Vygotski, L. (2019). Pensée et langage. La Dispute. https://doi.org/10.3917/disp.vygot.2019.01 DOI: https://doi.org/10.3917/disp.vygot.2019.01.0057
Zamiri, M., et Esmaeili, A. (2024). Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review. Administrative Sciences, 14(1), 17. https://doi.org/10.3390/admsci14010017 DOI: https://doi.org/10.3390/admsci14010017