Testing the Value of Integrating the Community of Inquiry Theory in Designing Courses: A Single-embedded Critical Case Study of a South African Open Distance e-Learning Institution

The case study is reportedly becoming the most popular design in Open Distance e-Learning (ODeL) research. Despite this emerging predominance, uncertainties exist surrounding the adequate application of this design towards making scholarly contributions. These discrepancies pose a danger towards the reliability and validity of ODeL case study-based research results; hence, there is a great likelihood for journals to reject manuscripts applying this design. The purpose of this article is, therefore, to propose a framework to serve as a thinking tool for an integrated and deepened understanding of case studies and for enhancing the practice of case studies in ODeL research. Using a single critical case of an honours course offered at the University of South Africa’s College of Economic and Management Sciences (CEMS) and the College of Science, Engineering and Technology (CSET), in which data were gathered through a survey with postgraduate students, the study tests the propositions of the Community of Inquiry (CoI) theory in ODeL. Based on respondents’ perceptions and the proposed framework, the theory under study is indeed confirmed. This, as a result, affirms the significant role case studies play in making a scientific contribution towards theory development in ODeL. These results are anticipated to cement the value of using this design in undertaking ODeL research.