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)
Release Date: September, 2012|Copyright: © 2013 |Pages: 347
ISBN13: 9781466621107|ISBN10: 1466621109|EISBN13: 9781466621114|DOI: 10.4018/978-1-4666-2110-7


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

Search this Book:
Table of Contents
Walter Archer
Zehra Akyol, D. Randy Garrison
Chapter 1
D. Randy Garrison
This chapter discusses the epistemological assumptions and theoretical foundations of the Community of Inquiry (CoI) framework. Specifically, it... Sample PDF
Theoretical Foundations and Epistemological Insights of the Community of Inquiry
Chapter 2
David Kennedy, Nadia S. Kennedy
This chapter addresses, in psychohistorical, philosophical, and educational terms, the emergence of and prospects for the practice of a specific... Sample PDF
Community of Philosophical Inquiry Online and Off: Retrospectus and Prospectus
Chapter 3
Zehra Akyol
This chapter focuses on metacognition in relation to learning and cognition and discusses the potential of the Community of Inquiry (CoI) Framework... Sample PDF
Metacognitive Development within the Community of Inquiry
Chapter 4
Aylin Tekiner Tolu, Linda Shuford Evans
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.... Sample PDF
From Distance Education to Communities of Inquiry: A Review of Historical Developments
Chapter 5
Kathleen Sheridan, Melissa A. Kelly, David T. Bentz
The purpose of the study presented in this chapter was to examine students’ perceptions of the importance of various indicators of teaching presence... Sample PDF
A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses
Chapter 6
Annie Saint-Jacques
For the past decade, the Community of Inquiry (CoI) framework has been validated and applied to asynchronous online learning. This chapter proposes... Sample PDF
Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning
Chapter 7
Bart Rienties, Bas Giesbers, Dirk Tempelaar, Simon Lygo-Baker
Recent findings from research into the Community of Inquiry theoretical framework indicate that teaching presence may encourage critical inquiry... Sample PDF
Redesigning Teaching Presence in Order to Enhance Cognitive Presence: A Longitudinal Analysis
Chapter 8
David S. Stein, Constance E. Wanstreet
This chapter presents a coaching approach to promote higher-order discussion skills in synchronous chats. Combining the Community of Inquiry... Sample PDF
Coaching for Cognitive Presence: A Model for Enhancing Online Discussions
Chapter 9
Kim A. Hosler, Bridget D. Arend
The chapter is designed to provide online instructors with strategies and techniques for fostering greater cognitive presence in asynchronous online... Sample PDF
Strategies and Principles to Develop Cognitive Presence in Online Discussions
Chapter 10
Douglas Archibald
This chapter extends the body of research surrounding the Community of Inquiry (CoI) framework and the literature on developing critical thinking in... Sample PDF
An Online Resource to Foster Cognitive Presence
Chapter 11
Jennifer C. Richardson, Ayesha Sadaf, Peggy A. Ertmer
This chapter addresses the relationship between types of initial question prompts and the levels of critical thinking demonstrated by students’... Sample PDF
Relationship between Types of Question Prompts and Critical Thinking in Online Discussions
Chapter 12
Christine E. Nickel, Richard C. Overbaugh
This chapter presents the results of a study that investigated the differential effects of cooperative versus collaborative instructional strategies... Sample PDF
Cooperative and Collaborative Strategies in Blended and Online Learning Environments
Chapter 13
Ana Oskoz
This chapter reports on a study that examined the construction of a community of inquiry in a blended, foreign language, undergraduate, lower-level... Sample PDF
Let’s Enhance Learners’ Cultural Discussions: Developing a Community of Inquiry in a Blended Course
Chapter 14
Yoshiko Goda, Masanori Yamada
This chapter provides suggestions on how to apply the Community of Inquiry (CoI) framework to design computer-supported collaborative learning... Sample PDF
Application of CoI to Design CSCL for EFL Online Asynchronous Discussion
Chapter 15
Katrina A. Meyer
This chapter reviews the research on the CoI framework and student retention and relates the CoI framework to existing retention theories developed... Sample PDF
The Case for the Community of Inquiry (CoI) Influencing Student Retention
Chapter 16
Norman Vaughan
A number of educational researchers have stated that assessment drives learning in higher education (Biggs, 1998; Hedberg & Corrent-Agostinho, 1999;... Sample PDF
Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education
Chapter 17
María Fernanda Aldana-Vargas, Albert Gras-Martí, Juny Montoya, Luz Adriana Osorio
This chapter describes an institutional Pedagogical Counseling program-assessment and systematizing initiative in terms of an adapted Community of... Sample PDF
Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework
Chapter 18
David S. Goldstein, Carol Leppa, Andreas Brockhaus, Rebecca Bliquez, Ian Porter
To help faculty develop well-designed blended courses, the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000) was used to... Sample PDF
Fostering Social Presence in a Blended Learning Faculty Development Institute
Chapter 19
Martha Cleveland-Innes
Regardless of education delivery mode – face-to-face, online, distance, or some combination through blended learning – teaching (and learning) is... Sample PDF
Teaching in an Online Community of Inquiry: Faculty Role Adjustment in the New Higher Education
Chapter 20
Dodzi J.-A. Amemado
This research was undertaken in fifteen Canadian universities, using interviews of higher education teaching center managers and IT specialists, all... Sample PDF
Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities
Chapter 21
Sebastián Romualdo Díaz
This chapter explores how the foundational principles of the Community of Inquiry survey can be used to assess and evaluate parallel processes for... Sample PDF
Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working
Chapter 22
Phil Ice, Melissa Burgess
This chapter explores how emerging technologies may challenge the CoI framework to evolve and account for new types of learner and instructor... Sample PDF
Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework
Chapter 23
Viviane Vladimirschi
This chapter examines instructor multicultural efficacy in global online learning communities. To explore this phenomenon in the CoI framework, a... Sample PDF
An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges
Chapter 24
Daniel Matthews, Leonard Bogle, Emily Boles, Scott L. Day, Karen Swan
This chapter reports on ongoing design-based research being conducted in the fully online Master of Arts in Teacher Leadership (MTL) program at the... Sample PDF
Developing Communities of Inquiry in Online Courses: A Design-Based Approach
Chapter 25
Yianna Vovides, Kristine Korhumel
This chapter describes the conceptualization and implementation of a cyberlearning environment as a community of inquiry (CoI). This environment... Sample PDF
Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education
About the Contributors

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.