Community of inquiry in motion: Modeling inquiry dynamics with movement analysis (MOVA)

Collaborative inquiry is a well-established pedagogical approach for fostering learner collaboration, critical thinking, and higher-order thinking skills. However, its complex and dynamic nature presents challenges for educators and learners in monitoring and regulating group interactions effectively. While previous research guided by the community of inquiry (CoI) model has employed descriptive, correlational, and sequential analyses to examine relationships among CoI elements, these approaches often treat such relationships as static, overlooking their evolving interdependence throughout the inquiry process. To address this gap, this study integrated the CoI model with epistemic frame theory (EFT) to conceptualize the dynamic interplay among CoI elements. Based on this integrated framework, the study introduced movement analysis (MOVA), a method for modeling and visualizing collaborative inquiry as transitions between distinct inquiry states, each defined by the collective configuration of CoI presences. MOVA was applied to data collected from a university-level course involving 108 students across two classes, each divided into eight groups. Throughout the inquiry sessions, students generated 1,617 messages using a multi-user instant messaging tool. Findings showed that the inquiry states identified by MOVA aligned with the three CoI presences and revealed how these elements co-occurred to fulfill specific inquiry functions. MOVA also expanded the CoI model by demonstrating the evolving interdependence among presences and the cyclical nature of collaborative inquiry. Furthermore, MOVA enabled cross-group comparisons of inquiry processes based on the common set of inquiry states. • Integrated CoI and EFT to capture fine-grained collaborative inquiry development. • Introduced MOVA to model dynamic inquiry states and movements. • Revealed evolving interdependence among CoI elements and cyclical transitions.