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What is Community Of Inquiry Framework

Chapter 8
Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
A three-fold model developed by Garrison, Anderson, and Archer (2001) comprising cognitive presence, teaching presence, and social presence.
Published in Chapter:
Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility
Carol Johnson (University of Melbourne, Australia) and Noha Altowairiki (University of Calgary, Canada)
Copyright: © 2017 |Pages: 27
DOI: 10.4018/978-1-5225-1851-8.ch008
Abstract
Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.
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Chapter 8
Culture and Context Impact on Mobile Tech Application in Organizational Learning: Case Study of UK Higher Education Institution and Chinese State-Owned Enterprise
A conceptual framework which was created by Garrison et al. in 2000 to guide the research and practice of computer-mediated communication in learning environment.
Published in Chapter: Culture and Context Impact on Mobile Tech Application in Organizational Learning: Case Study of UK Higher Education Institution and Chinese State-Owned Enterprise; From: Mobile Technologies in Educational Organizations
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Chapter 2
Civic Deliberations in COVID-19 and Beyond
A model which proposed a Venn diagram of three overlapping “presences” – cognitive presence, social presence, and teaching presence to adapt the critical inquiry process to online pedagogy.
Published in Chapter: Civic Deliberations in COVID-19 and Beyond; From: Innovations in Digital Instruction Through Virtual Environments
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Chapter 2
Reconfiguring Curriculum and Instruction to Teach for Understanding: A Case Study
A process of creating a deep and meaningful (collaborative-constructivist) online learning experience through the development of three interdependent components – social, cognitive, and teaching presence.
Published in Chapter: Reconfiguring Curriculum and Instruction to Teach for Understanding: A Case Study; From: Fostering Meaningful Learning Experiences Through Student Engagement
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Chapter 3
Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges
Recognizes social presence, teaching presence, and cognitive presence as elements of the online environment, which afford learning.
Published in Chapter: Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges; From: Technology-Enhanced Formative Assessment Practices in Higher Education
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Chapter 12
Online Strategic Discussion Forum: Models, Strategies, and Applications
A knowledge acquisition process that requires educators and students to engage in inquiry through collaboration, discourse, and reflection. This framework embodies three types of presence: social, cognitive, and instructor.
Published in Chapter: Online Strategic Discussion Forum: Models, Strategies, and Applications; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 161
Implementing Successful Online Learning Communities
A research tool that is guiding understanding about how learning and community occur when teachers and learners come together and there are three overlapping elements: social presence, cognitive presence, and teaching presence (Garrison, Anderson, & Archer, 2000).
Published in Chapter: Implementing Successful Online Learning Communities; From: Encyclopedia of Distance Learning, Second Edition
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