Employing the Community of Inquiry Framework in an Asynchronous Graduate Course for Teachers

Abstract

Community of inquiry (CoI) has been recognized as a design framework for online learning. As its use has been gradually increasing in online graduate programs for teachers, it is important to know how it affects teachers’ professional knowledge. This study examined course design elements/activities together with the CoI presences. The findings from the teacher interviews and the survey data showed: (1) all presences were evident in the course, and (2) activities aligned with social and cognitive presences (i.e., hands-on assignments, peer feedback, collaborative group work, and discussions) enhanced teachers’ professional knowledge. Practical recommendations for course design are presented. The findings suggest CoI can be a model for online teachers’ professional development.