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What is Community of Inquiry (CoI)

Chapter 12
Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning
One particular model of learning from Garrison and Andersen that recognizes the relationships that occur between teachers and learners and between learners. The COI model says that learning will be successful when there is a Teaching Presence, Cognitive Presence, and Social Presence created in the collaborative activities.
Published in Chapter:
Creating a Framework for Future Learning: A Two-Pronged Social-Technological Approach
Kelly R. Elander (Harding University, USA)
Copyright: © 2020 |Pages: 17
DOI: 10.4018/978-1-7998-1238-8.ch012
Abstract
This chapter proposes the use of a two-pronged framework to reinforce, support, and extend learning far beyond the classroom. This approach uses a community of practice (CoP) in conjunction with an online resource tool called an Electronic Performance Support System (EPSS). The CoP begins in the classroom, whether physical or online, during higher education or training and is intended to continue throughout the person's working career. The EPSS, an online data storehouse of sorts, also provides ongoing benefits, since its content can be continually updated and expanded. The EPSS can be accessible on desktop or mobile devices and could potentially allow for user-generated content.
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Chapter 18
An Exploratory Study on the Effect of Coaching on Learner-Led Synchronous Discussion
A triadic, inquiry-based course design model that supports critical thinking in higher education. Elements necessary for a worthwhile educational experience include teaching presence, social presence, and cognitive presence ( Garrison et al., 2000 ).
Published in Chapter: An Exploratory Study on the Effect of Coaching on Learner-Led Synchronous Discussion; From: Handbook of Research on Educational Leadership and Research Methodology
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Chapter 22
Dialogism in the Digital Age: Online Discussion Boards as Constructivist Platforms
In an online learning environment, the means by which an instructor encourages all participating students to build relationships with fellow students with the contentious intent to explore specific course questions.
Published in Chapter: Dialogism in the Digital Age: Online Discussion Boards as Constructivist Platforms; From: Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning
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Chapter 5
Pedagogical Values in Online and Blended Learning Environments in Higher Education
A theoretical framework that situates learning within a group of learners and is based upon the premise that learning is inherently social, and that learning is supported through three distinct presences: social, teaching, and cognitive.
Published in Chapter: Pedagogical Values in Online and Blended Learning Environments in Higher Education; From: Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
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Chapter 3
Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework
A framework for teaching established in 2000 that incorporates. teaching presence, social presence, and cognitive presence in creation and teaching of online courses.
Published in Chapter: Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 8
Opportunities of Virtual Learning Environments: Best Practices in Online Doctoral Programs
A framework for online course teaching that provides a workable progression through a PhD; emphasizes importance of teaching presence which then accentuates the social presence students need to be successful and concludes with cognitive presence which produces scholars.
Published in Chapter: Opportunities of Virtual Learning Environments: Best Practices in Online Doctoral Programs; From: Developments in Virtual Learning Environments and the Global Workplace
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Chapter 22
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Description of engagement in learning that lies at the intersection of student collaboration, effective instructional practices, and meaningful discussion centered on the concepts and ideas at hand ( Garrison & Cleveland-Innes, 2005 ).
Published in Chapter: A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 7
Cultivating Teaching Presence and Social Presence Through Multimedia Intervention
A collaborative-constructivist framework that advocates creating meaningful online learning experiences through three dimensions including teaching presence, social presence, and cognitive presence.
Published in Chapter: Cultivating Teaching Presence and Social Presence Through Multimedia Intervention; From: Early Warning Systems and Targeted Interventions for Student Success in Online Courses
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Chapter 1
Humanizing the Online Classroom: Lessons From the Pandemic Crisis
A pedagogical framework for fostering learning experiences through three forms of presence: 1) cognitive presence, 2) social presence, and 3) teaching presence.
Published in Chapter: Humanizing the Online Classroom: Lessons From the Pandemic Crisis; From: Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises
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