THE COMMUNITY OF INQUIRY
A CoI FOR THE CoI
Welcome to the Community of Inquiry.

In this post I wish to draw your attention to the violation of one of the basic assumptions of the Community of Inquiry framework. It is my view that some studies do not fully appreciate the theoretical implications of the framework with regard to the interdependence of the presences. That is, the presences do not operate in isolation. One presence cannot be considered absent of the influence of the others. A recent example is a study by Armellini and De Stefani (2016) that does not appear to recognize the interdependence of social and teaching presence. The authors appear to make this error when they say “Contributions of a purely social nature are not accounted for within the teaching presence dimension. Teaching presence discourse would be more effectively described if there were an explicit social dimension within the construct” (p. 8).

More specifically here, teaching presence in a community of inquiry does not exist in a vacuum. In this instance teaching presence is reciprocally influenced by social and cognitive presence elements. The fact is that there is an explicit social and cognitive presence within teaching presence in a community of inquiry. As is visible in the CoI figure (see https://coi.athabascau.ca/), a deep and meaningful educational experience occurs at the intersection of all three presences. ...

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The Oregon Health and Science University School of Nursing identified a current trend in higher education, and in nursing programs at OHSU specifically: pressure to provide high quality online and hybrid programs and courses to students in our graduate and undergraduate programs.  Twenty-seven percent of Masters Programs in US schools of nursing offer courses online (Brooks & Morse, 2015) as do the majority of RN-BS programs. Further, a growing number of RN to MSN programs are also finding new homes online (AACN, 2015). These numbers are increasing based in part on the call from the IOM (2011) to increase BSN prepared nurses and to practice at the full extent of their license. Despite this growing demand and need for online programs that allow current RNs to further their education (undergraduate and graduate), faculty development in this rapidly expanding teaching modality is often limited. Faculty teaching in these online and hybrid courses need training in designing and delivering effective high quality online learning environments (Lloyd, Byrne, & McCoy, 2012).

A faculty development initiative to obtain expert training and consultation for faculty development in a well-researched framework called Community of Inquiry (CoI) ensued. ...

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RECENT ACTIVITY

Guo-shuai LAN
Joined October 11, 2017
professor, Henan University, School of Education, China
PH.D in Educational Techology From Nanjing Normal


Andrea Baas
Joined October 8, 2017
Purdue University, United States


Stefan Stenbom
Joined October 4, 2017
KTH Royal Institute of Technology, Sweden


Social Presence and Interdependence
D. Randy Garrison
October 2, 2017
In this post I wish to draw your attention to the violation of one of the basic assumptions of the Community of Inquiry framework. It is my view that some studies do not fully


Barbara M. Hall
Joined September 27, 2017
Director of Curriculum, Northcentral University, United States


Marci Penner
Joined September 26, 2017
GoldenHills School Division, Canada
Online highschool math and science teacher and instructional coach.


Cognitive Presence and Critical Thinking
D. Randy Garrison
September 5, 2017
I would like to continue my consideration of cognition in a community of inquiry with an examination of the foundational literature associated with critical thinking. A recent


iMOOCs and Learning to Learn Online
Martha Cleveland-Innes, Nathaniel Ostashewski, Dan Wilton
August 25, 2017
Athabasca University is known for its leadership and innovation in


Cognitive Presence in a CoI
D. Randy Garrison
July 31, 2017
The focus of the Community of Inquiry framework is thinking and learning collaboratively. At the heart of this shared learning experience is the cognitive presence construct which


Faculty development and the Community of Inquiry at Oregon Health and Science University School of Nursing
Martha Cleveland-Innes
July 2, 2017
The Oregon Health and Science University School of Nursing identified a current trend in higher education, and in nursing programs at OHSU specifically: pressure to provide high


Layering the Community of Inquiry Framework with Signature Pedagogies
Barb Brown, Sarah E. Eaton, Meadow Schroeder, Jennifer Macdonald
June 21, 2017
How do online synchronous sessions support student learning in professional graduate programs where students are engaging in research active opportunities


CoI and Learning Outcomes
D. Randy Garrison
June 19, 2017
The topic of this post is to explore the issue of learning outcomes and the Community of Inquiry framework. This is significant and interesting in that the CoI framework is not


Best Practices in Blended Learning: Developing a Community of Professors and Students through Bricks and Clicks
Shehzad Ghani, Dr. Maurice Taylor, Sait Atas, Michael Fairbrother
June 13, 2017
The scope of the project is to better understand how university professors can improve the quality of learning, teaching and the student experience through the development and


CoI Relationships
D. Randy Garrison
May 25, 2017
Kadir Kozan (2016) provides us with a significant piece of research that provides important insights with regard to the relationships


Supporting Discourse using Technology-Mediated Communication: The Community of Inquiry Model in Second Level Education
Adrian O'Connor, Niall Seery, Donal Canty
May 18, 2017
In Ireland, the Organisation for Economic Co-operation and Development (OECD) reported that in 2012, 98% of 15-year-old pupils have at least one computer at home, but only 64%
The Community of Inquiry is a project of the Centre for Distance Education at Athabasca University, researchers of the Community of Inquiry framework, and members of the CoI community.