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In an increasingly digital society, educators are encouraged to use on-line technologies. However, much is left to be learned about how on-line tools influence student learning. In this manuscript, we use the community of inquiry (CoI) framework to examine the contribution of one on-line tool, a wiki, to a blended-learning course. Structural modeling techniques are used to analyze data collected from students in an undergraduate business capstone course. The results suggest that teaching presence, social presence, and cognitive presence (components of the community of inquiry framework) exist in a wiki environment in a manner similar to other on-line environments. Additionally, teaching presence and social presence are shown to influence cognitive presence (e.g., learning), which reaffirms that the role of the instructor continues to be paramount to student learning in technology-enhanced environments. Given that the CoI framework is a novel conceptualization recently introduced to the management education literature, we offer theoretical recommendations for researchers and practical recommendations for instructors interested in incorporating wiki technology in a blended-learning pedagogy. We believe our findings provide fresh insights on, and new possibilities for, instructional development in business education.
Daspit et al. (Thu,) studied this question.