From Distance Education to Communities of Inquiry

Abstract

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 history reveals two important factors for changes in distance education: the effect of leading learning theories of each era and technological advancements. Distance education has moved from a behavioristic, teacher–centered, correspondence study concept, first to an independent learning model, and then to the current student-centered, socio-constructivist and community-based online learning. In this latest era, the post-modernist age, the CoI framework provides online instructors with a functional framework for designing and teaching their courses more effectively. A review of literature as shared in this chapter has also shown CoI to be a robust framework for research.

First and Second Order Barriers to Teaching in K-12 Online Learning

“…Some teachers characterized themselves as guides to help students obtain resources; others sought approaches to sustain student interaction. In doing so, these findings resonate with those of Ahn (2011), Ko and Rossen (2017), Moore (2007), and Tolu and Evans (2013) who found that approaches used in face-to-face settings often need extensive modification to fit online environments. Time also factored into stated needs to develop contingency plans for technology failure.…”

“…Furthermore, resources taken for granted in K-12 settings (e.g., technology support, reliable internet, scientific probes, art supplies) may be less available in individual homes. Likewise, a teacher's ability to ascertain students' engagement, understanding, and on-task behavior by scanning the classroom is hampered dramatically (Tolu & Evans, 2013;Zhan & Mei, 2013). To compensate for physical distance, caregivers often assume greater responsibility for personal coaching, resource acquisition, and motivation (Ahn, 2011;Borup et al, 2020;Hasler-Waters et al, 2014;Miron & Urschel, 2012).…”

“…Intrinsic barriers may manifest in multiple respects given how online learning differs from face-to-face instruction. For example, teachers are less able to scan the room to ascertain student interest and ontask behavior (Tolu & Evans, 2013), which impacts the perceived role of computers in the classroom. In-person teaching approaches may also need modification for the online environment (Barbour et al, 2020;Graham et al, 2019) and thus plays a role in the established classroom practices that teachers employ during instruction.…”

Consistency is key in online learning: Evaluating student and instructor perceptions of a collaborative online-course template

“…These materials and the course structure must be created with a keen awareness of the characteristics of the student population, and systematic organization and deployment: “in distance education teaching is hardly ever an individual act, but a collaborative process joining together the expertise of a number of specialists in design teams and delivery networks” (Moore, 1993: 28). Existing studies found that teaching presence in the form of course design and organization, facilitation and instruction (Akyol and Garrison, 2008), and presence of communities of inquiry can reduce transactional distance in an online and/or blended environment (Tolu and Evans, 2013). Creating and sustaining online learning communities leads to “a shift from an environment characterized by novelty and uncertainty (due to technology) to one of belonging and familiarity” (Gigliotti, 2016: 409).…”

Tracking the Path of Communities of Inquiry in TEFL: A Literature Review

“…At the same time, the CoI is founded on social learning and social constructivism, collaborative learning and instructional design, and distance education (Tolu & Evans, 2013). Its constructivist feature shares Vygotsky's vision regarding the function of language and discourse as a way to construct meaning (Wells, 2000).…”