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Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches

Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches

Zehra Akyol, D. Randy Garrison
Copyright: © 2010 |Pages: 16
ISBN13: 9781615209637|ISBN10: 1615209638|EISBN13: 9781615209644
DOI: 10.4018/978-1-61520-963-7.ch033
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MLA

Akyol, Zehra, and D. Randy Garrison. "Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches." Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2010, pp. 474-489. https://doi.org/10.4018/978-1-61520-963-7.ch033

APA

Akyol, Z. & Garrison, D. R. (2010). Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches. In I. Management Association (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 474-489). IGI Global. https://doi.org/10.4018/978-1-61520-963-7.ch033

Chicago

Akyol, Zehra, and D. Randy Garrison. "Community of Inquiry in Adult Online Learning: Collaborative-Constructivist Approaches." In Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 474-489. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-963-7.ch033

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Abstract

The adult education literature emphasizes communitybuilding in order to increase effectiveness and success ofonline teaching and learning. In this chapter theCommunity of Inquiry Framework that was developed by Garrison, Anderson and Archer (2000) has been introduced as a promising theory for adult learning in onlineenvironments. The chapter discusses the potential of the CoI framework to create effective adult online learning communities by utilizing the research findings from anonline course. Overall, the research findings showed that students had positive attitudes toward the communitydeveloped in the course and that their perception of constituting elements of the community of inquiry was significantly related to perceived learning and satisfaction.

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