POLICIES AND SAFETY
Data Policy

As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.

For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.

To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.

Although this site is developed through the support of Athabasca University, Athabasca University is not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.

Membership Cancellations

To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.

Data Records for European Members

For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)

ZIP Files

All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.

RECENT ACTIVITY

Bahareh Shahabi
Joined December 10, 2018
KPU, SFU, Canada


Selcan Kilis
Joined December 10, 2018
Assistant Professor, Turkey


Ibrahim Garba
Joined December 10, 2018
KAU, Saudi Arabia
I am currently working at a language program for a foundation year program. My involvement on blended learning is to offer the department


MOOCs and the Community of Inquiry
D. Randy Garrison
December 5, 2018
Structured massive open online courses (MOOCs) provide cost-effective access to high quality course materials. This approach to online learning, however, exhibits an inherent


Richard Weigel
Joined November 25, 2018
Adjunct Faculty, Olivet Nazarene University, United States


William Dwyer
Joined November 14, 2018
University of LaVerne, United States


Shared Metacognition
D. Randy Garrison
October 23, 2018
If I had to pick an area of research with the greatest potential for understanding thinking and learning in a collaborative setting it would have to be shared metacognition .


Validity of CoI
D. Randy Garrison
September 29, 2018
Students have frequently asked me for references that validate the CoI framework and associated survey instrument. My first response was to share the data that I had


Learning Analytics and the CoI framework
D. Randy Garrison
September 3, 2018
Advances in learning analytics focused on understanding and shaping the learning environment would seem to have a natural fit with regard to text based online learning


Learning Outcomes and Presences
D. Randy Garrison
July 10, 2018
In this post I will pick-up on the topic of learning outcomes and the CoI framework that I addressed in a previous editorial (


Use of the Community of Inquiry (CoI) model in the analysis and evaluation of courses at UNED (Spain)
Inés Gil-Jaurena
March 26, 2018
The project (March-December 2018) will analyze the educational practices in some courses delivered at UNED (Universidad Nacional de Educación a Distancia), Spain, using the"Commun


Follow-up to CoI faculty development work at OHSU and beyond
Martha Cleveland-Innes
January 8, 2018
See an informative review, and announcement for another workshop here: https://www


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


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
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.