Exploring the community of inquiry framework in higher education: a bibliometric analysis
This article presents a bibliometric analysis of the Community of Inquiry (CoI) framework in Higher Education (HE) for the period 1990–2024. Using the PRISMA framework for systematic data retrieval, 280 articles from the Lens database were analysed to map research trends and key themes. Core metrics...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2460224 |
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| Summary: | This article presents a bibliometric analysis of the Community of Inquiry (CoI) framework in Higher Education (HE) for the period 1990–2024. Using the PRISMA framework for systematic data retrieval, 280 articles from the Lens database were analysed to map research trends and key themes. Core metrics, including publication frequency, countries, authors, journals, and recurring keywords, were assessed to reveal the evolution of CoI research in HE. The findings revealed a surge in publications in 2022, with the United Kingdom leading in contributions (n = 100), highlighting the framework’s global impact. The International Review of Research in Open and Distributed Learning (IRRODL) emerged as a core source , while Purdue University ranked as a key contributor. Citation analysis revealed Garrison’s (1999) work, Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education, as a seminal publication, with 10,927 citations, establishing D.R. Garrison as a key figure in CoI discourse. Beyond quantitative metrics, this analysis offers insights into the theoretical evolution and practical relevance of CoI in pedagogy, technological integration, and curriculum in HE. It also proposes directions for future research to deepen the understanding of CoI’s pedagogical relevance and impact in diverse educational contexts. |
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| ISSN: | 2331-186X |