Educational Communities of Inquiry: Theoretical Framework, Research and Practice

Educational Communities of Inquiry: Theoretical Framework, Research and Practice

Zehra Akyol (Independent Researcher, Canada) and D. Randy Garrison (University of Calgary, Canada)
Indexed In: SCOPUS View 2 More Indices
Release Date: September, 2012|Copyright: © 2013 |Pages: 347
ISBN13: 9781466621107|ISBN10: 1466621109|EISBN13: 9781466621114|DOI: 10.4018/978-1-4666-2110-7

Description

Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences.

Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assessment in a CoI
  • Critical Thinking in a Community of Inquiry
  • Global Perspectives, Culture, Gender
  • Institutional Case Studies
  • Learning and the Role of Learners
  • Metacognition in a Community of Inquiry
  • Problem Solving in a Community of Inquiry
  • Strategic planning
  • Teaching and the Role of Teachers

Reviews and Testimonials

Akyol, a researcher and practitioner interested in teaching and learning online and blended learning environments, and Garrison (education, U. of Calgary, Canada) present 25 chapters by education and other researchers from Canada, the US, Europe, Japan, and South America. They examine the community of inquiry framework, which focuses on higher-level learning processes to develop learning environments through three elements: social presence (the sense of belonging through the development of climate and interpersonal relationships in the community); cognitive presence (the progression through the phases of practical inquiry to construct and confirm meaning through discourse); and teaching presence (the design, facilitation, and direction through a course of study). The chapters present research and practice associated with this framework, for researchers and practitioners, students, and educators, and discuss its theoretical foundations, philosophical roots, the place of metacognitive awareness, and its historical development in distance education, followed by design and implementation issues, including the role of teaching presence, blending synchronous and asynchronous online learning, the relationship between teaching presence and cognitive presence, promoting discussion skills, nurturing cognitive presence and fostering critical thinking, question prompts, group projects, blended foreign language courses, student retention, and assessment. The last two sections address administrative issues and organizational support and emerging research and practice issues. 

– Book News Inc. Portland, OR

The chapters provide an in-depth overview and discussion of the theoretical foundations and developments in communities of inquiry, offering theory and practical applications in all aspects of higher education. [...] This book is valuable for anyone working on online education who wants to engage students more, wants to incorporate inquiry and critical thinking, and anyone considering entering the field of higher education.

– Sara Marcus, American Reference Books Annual

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Zehra Akyol is a researcher and practitioner with interests in teaching, online learning, and blended learning environments. She received her PhD degree in Educational Technology. She conducted her doctoral research at the University of Calgary, with focus on community development in online and blended learning environments, as well as the factors affecting the development of communities of inquiry in these learning environments. Recently, she has been studying metacognitive development in a community of inquiry environment in relation to learning and cognition. She is actively involved in inquiry research and serves on the editorial review boards for several journals in distance education technology.
Dr. D. Randy Garrison is a professor in the Faculty of Education at the University of Calgary. Dr. Garrison has published extensively on teaching and learning in adult, higher and distance education contexts. He has authored, co-authored or edited nine books and over 100 refereed articles/papers. His recent books are Blended Learning in Higher Education (2008); An Introduction to Distance Education: Understanding Teaching and Learning in a New Era (2010); and E-Learning in the 21st century (2nd Ed.) (2011). He has also won several awards including the 2009 Sloan-C Award for Most Outstanding Achievement in Online Learning by an Individual.

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