Educational Communities of Inquiry: Theoretical Framework, Research and Practice

Zehra Akyol (Canada) and D. Randy Garrison (University of Calgary, Canada)

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DOI: 10.4018/978-1-4666-2110-7, ISBN13: 9781466621107, ISBN10: 1466621109, EISBN13: 9781466621114

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MLA

Akyol, Zehra and D. Randy Garrison. "Educational Communities of Inquiry: Theoretical Framework, Research and Practice." IGI Global, 2013. 1-347. Web. 18 Jun. 2013. doi:10.4018/978-1-4666-2110-7

APA

Akyol, Z., & Garrison, D. R. (2013). Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 1-347). doi:10.4018/978-1-4666-2110-7

Chicago

Akyol, Zehra and D. Randy Garrison. "Educational Communities of Inquiry: Theoretical Framework, Research and Practice." 1-347 (2013), accessed June 18, 2013. doi:10.4018/978-1-4666-2110-7

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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.

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Table of Contents and List of Contributors

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Theoretical Foundations and Epistemological Insights of the Community of Inquiry (pages 1-11)

D. Randy Garrison (University of Calgary, Canada)

This chapter discusses the epistemological assumptions and theoretical foundations of the Community of Inquiry (CoI) framework. Specifically, it addresses the centra... Sample PDF | More details...

$37.50

Community of Philosophical Inquiry Online and Off: Retrospectus and Prospectus (pages 12-29)

David Kennedy (Montclair State University, USA), Nadia S. Kennedy (SUNY Stony Brook, USA)

This chapter addresses, in psychohistorical, philosophical, and educational terms, the emergence of and prospects for the practice of a specific form of philosophica... Sample PDF | More details...

$37.50

Metacognitive Development within the Community of Inquiry (pages 30-44)

Zehra Akyol (Independent Researcher, Canada)

This chapter focuses on metacognition in relation to learning and cognition and discusses the potential of the Community of Inquiry (CoI) Framework to guide metacogn... Sample PDF | More details...

$37.50

From Distance Education to Communities of Inquiry: A Review of Historical Developments (pages 45-65)

Aylin Tekiner Tolu (Bahçesehir University, Turkey), Linda Shuford Evans (Kennesaw State University, USA)

The purpose of this chapter is to explain the role and place of the Community of Inquiry (CoI) framework within the history of distance education. The review of the... Sample PDF | More details...

$37.50

A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses (pages 67-83)

Kathleen Sheridan (National Louis University, USA), Melissa A. Kelly (National Louis University, USA), David T. Bentz (University of Oregon, USA)

The purpose of the study presented in this chapter was to examine students’ perceptions of the importance of various indicators of teaching presence for their succes... Sample PDF | More details...

$37.50

Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning (pages 84-108)

Annie Saint-Jacques (Université Laval, Canada)

For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes to explore its in... Sample PDF | More details...

$37.50

Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis (pages 109-132)

Bart Rienties (University of Surrey, UK), Bas Giesbers (Maastricht University, The Netherlands), Dirk Tempelaar (Maastricht University, The Netherlands), Simon Lygo-Baker (University of Surrey, UK)

Recent findings from research into the Community of Inquiry theoretical framework indicate that teaching presence may encourage critical inquiry, integration of argu... Sample PDF | More details...

$37.50

Coaching for Cognitive Presence: A Model for Enhancing Online Discussions (pages 133-147)

David S. Stein (Ohio State University, USA), Constance E. Wanstreet (Ohio State University, USA)

This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry framework with elements... Sample PDF | More details...

$37.50

Strategies and Principles to Develop Cognitive Presence in Online Discussions (pages 148-167)

Kim A. Hosler (University of Northern Colorado, USA), Bridget D. Arend (University of Denver, USA)

The chapter is designed to provide online instructors with strategies and techniques for fostering greater cognitive presence in asynchronous online discussion forum... Sample PDF | More details...

$37.50

10.

An Online Resource to Foster Cognitive Presence (pages 168-196)

Douglas Archibald (University of Ottawa, Canada)

This chapter extends the body of research surrounding the Community of Inquiry (CoI) framework and the literature on developing critical thinking in online environme... Sample PDF | More details...

$37.50

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Relationship between Types of Question Prompts and Critical Thinking in Online Discussions (pages 197-222)

Jennifer C. Richardson (Purdue University, USA), Ayesha Sadaf (Purdue University, USA), Peggy A. Ertmer (Purdue University, USA)

This chapter addresses the relationship between types of initial question prompts and the levels of critical thinking demonstrated by students’ responses in online d... Sample PDF | More details...

$37.50

12.

Cooperative and Collaborative Strategies in Blended and Online Learning Environments (pages 223-266)

Christine E. Nickel (Regent University, USA, Old Dominion University, USA), Richard C. Overbaugh (Old Dominion University, USA)

This chapter presents the results of a study that investigated the differential effects of cooperative versus collaborative instructional strategies and blended vers... Sample PDF | More details...

$37.50

13.

Let’s Enhance Learners’ Cultural Discussions: Developing a Community of Inquiry in a Blended Course (pages 267-294)

Ana Oskoz (University of Maryland, Baltimore County, USA)

This chapter reports on a study that examined the construction of a community of inquiry in a blended, foreign language, undergraduate, lower-level course. Students’... Sample PDF | More details...

$37.50

14.

Application of CoI to Design CSCL for EFL Online Asynchronous Discussion (pages 295-316)

Yoshiko Goda (Kumamoto University, Japan), Masanori Yamada (Kanazawa University, Japan)

This chapter provides suggestions on how to apply the Community of Inquiry (CoI) framework to design computer-supported collaborative learning (CSCL) for English as... Sample PDF | More details...

$37.50

15.

The Case for the Community of Inquiry (CoI) Influencing Student Retention (pages 317-333)

Katrina A. Meyer (University of Memphis, USA)

This chapter reviews the research on the CoI framework and student retention and relates the CoI framework to existing retention theories developed for the pre-Inter... Sample PDF | More details...

$37.50

16.

Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education (pages 334-348)

Norman Vaughan (Mount Royal University, Canada)

A number of educational researchers have stated that assessment drives learning in higher education (Biggs, 1998; Hedberg & Corrent-Agostinho, 1999; Marton & Saljo,... Sample PDF | More details...

$37.50

17.

Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework (pages 350-373)

María Fernanda Aldana-Vargas (Universidad de los Andes, Colombia), Albert Gras-Martí (Universidad de los Andes, Colombia), Juny Montoya (Universidad de los Andes, Colombia), Luz Adriana Osorio (Universidad de los Andes, Colombia)

This chapter describes an institutional Pedagogical Counseling program-assessment and systematizing initiative in terms of an adapted Community of Inquiry framework.... Sample PDF | More details...

$37.50

18.

Fostering Social Presence in a Blended Learning Faculty Development Institute (pages 374-388)

David S. Goldstein (University of Washington Bothell, USA), Carol Leppa (University of Washington Bothell, USA), Andreas Brockhaus (University of Washington Bothell, USA), Rebecca Bliquez (University of Washington Bothell, USA), Ian Porter (University of Washington Bothell, USA)

To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to design and deliver a... Sample PDF | More details...

$37.50

19.

Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education (pages 389-400)

Martha Cleveland-Innes (Athabasca University, Canada)

Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is changing. Online le... Sample PDF | More details...

$37.50

20.

Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities (pages 401-427)

Dodzi J.-A. Amemado (University of Montreal, Canada)

This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all of them having u... Sample PDF | More details...

$37.50

21.

Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working (pages 429-445)

Sebastián Romualdo Díaz (West Virginia University, USA)

This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for Knowledge Workers,... Sample PDF | More details...

$37.50

22.

Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework (pages 446-465)

Phil Ice (American Public University System, USA), Melissa Burgess (American Public University System, USA)

This chapter explores how emerging technologies may challenge the CoI framework to evolve and account for new types of learner and instructor interactions. An explor... Sample PDF | More details...

$37.50

23.

An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges (pages 466-489)

Viviane Vladimirschi (E-Connection, Brazil)

This chapter examines instructor multicultural efficacy in global online learning communities. To explore this phenomenon in the CoI framework, a two-phase study was... Sample PDF | More details...

$37.50

24.

Developing Communities of Inquiry in Online Courses: A Design-Based Approach (pages 490-508)

Daniel Matthews (University of Illinois Springfield, USA), Leonard Bogle (University of Illinois Springfield, USA), Emily Boles (University of Illinois Springfield, USA), Scott L. Day (University of Illinois Springfield, USA), Karen Swan (University of Illinois Springfield, USA)

This chapter reports on ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at the University of Ill... Sample PDF | More details...

$37.50

25.

Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education (pages 509-525)

Yianna Vovides (George Washington University, USA), Kristine Korhumel (George Washington University, USA)

This chapter describes the conceptualization and implementation of a cyberlearning environment as a community of inquiry (CoI). This environment includes 13 medical... Sample PDF | More details...

$37.50

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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

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Topics Covered

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

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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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