Using the Community of Inquiry Framework to Inform Effective Instructional Design

Richardson, Jennifer; Arbaugh, J. B.; Cleveland-Innes, Martha; Ice, Phil; Swan, Karen; Garrison, D. Randy

doi:10.1007/978-1-4614-1785-9_7

Cited by 58 publications

(52 citation statements)

References 82 publications

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“…However, what do these instructional activities look like? Triggering event items must provide learners with activities related to the inquiry process; exploration activities should focus on allowing students to brainstorm, discover, and openly discuss problems in an environment that supports such learning; and instructional activities developed around reflection and integration of ideas fall into the integration stage (Richardson et al, 2010).…”

Section: Cognitive Presence and Course Designmentioning

confidence: 99%

“…When designing specifically for emotional (affective) expressions, activities should encourage initial and introductory content that helps develop trust and interactions among peers (Richardson et al, 2010).…”

Section: Social Presence and Course Designmentioning

confidence: 99%

“…Creating course rules (i.e., netiquette), encouraging or requiring participation in discussions, and allowing opportunities for both peer-to-peer and peer-to-instructor connections (e.g., journals, blogs, and discussion) will allow for open lines of communication (Richardson et al, 2010;Stephens & Roberts, 2017).…”

Section: Social Presence and Course Designmentioning

confidence: 99%

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Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

188

125

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This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.

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Section: Cognitive Presence and Course Designmentioning

confidence: 99%

Section: Social Presence and Course Designmentioning

confidence: 99%

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Designing a Community of Inquiry in Online Courses

Fiock

2020

IRRODL

188

125

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“…These processes are construed as interactions or transactions (Garrison et al, 2000) categorized by several presences. According to Richardson et al (2012), the term "presence" highlights the essential quality of learning transactions as shared functions rather than exchanges involving specific actors (e.g., teacher, student), and it suggests a community-orientation in which participants share responsibility and control of the experience. This community orientation to inquiry, well-articulated by Lipman (2003), sets FOLC and the CoI apart from generic e-learning models like that of Anderson (2004), which seeks to include non-constructivist distance education.…”

Section: Originsmentioning

confidence: 99%

Democratizing digital learning: theorizing the fully online learning community model

Blayone¹,

vanOostveen²,

Barber³

et al. 2017

Int J Educ Technol High Educ

114

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The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong problem-solving, critical-thinking and collaboration competencies. With an established record of performance at the University of Ontario Institute of Technology (UOIT), Canada, the Fully Online Learning Community (FOLC) is one such model. This paper theorizes FOLC as a response to several problematics, including (a) the aforementioned demand for greater educational focus on higher-order competency development, (b) the deficiencies of distance education and MOOCs as learning models, and (c) a quest for new learning models that strengthen deliberation skills and deepen democratic experience. As a divergent fork of the Community of Inquiry model, FOLC describes collaborative learning as a symbiosis of social and cognitive interactions amplified through effective use of synchronous and asynchronous digital affordances. Furthermore, it models democratized learning communities that reduce transactional distance between learners and educators, incorporates authentic assessment, and encourages negotiated technology affordances and cognitive outcomes while distributing responsibility for constructive criticality. Having positioned FOLC conceptually, and addressed current limitations, a research agenda for extending its empirical foundations, and leveraging UOIT's EILAB affordances, is presented. The underlying argument is that self-regulating and transformative learning communities can be established and sustained in fully online environments, and that such communities (a) produce a diversity of beneficial learning outcomes, and (b) deepen the democratic functioning of learners and their social contexts.

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“…An attention to social presence (i.e., the degree to which participants feel affectively connected to one another) and teaching presence (i.e., the design, facilitation, and direction of cognitive social processes) strategies would be one means of facilitating such translation (Richardson, Arbaugh, Cleveland-Innes, Ice, Swan and Garrison, 2012).…”

Section: Communicating Effectivelymentioning

confidence: 99%

From the classroom to the keyboard: How seven teachers created their online teacher identities

Richardson

Alsup

2015

IRRODL

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Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college level, yet little research to date has looked at how instructors at the college level, especially those who are teaching online, develop their online instructor identity. The purpose of this interview-based, qualitative study is to understand the experience of first time online instructors and how they develop their online teacher identity and utilizes the framework established by Beijaard, Meijer and Verloop (2004) as the lens for analyses. Recommendations are made for cultivating online teacher identity and the many aspects of it as a means to strengthen online teacher identity to not only provide effective and innovative teaching experiences but also for the sake of retention. Keywords: Teacher professional identity; online instruction; preparing online teachers 143Teacher identity can be defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities, identity positions or beliefs (Alsup, 2006). Such a combination leads to effective and well-motivated conceptions of professional self, which take into consideration both institutional demands and personal priorities. Akkerman and Meijer (2011) define teacher identity as a dialogical process, during which a teacher engages in an "ongoing process of negotiating and interrelating multiple 'I' positions in such a way that a more or less coherent and consistent sense of self is maintained" (p. 315). Much research has been done on the development of teacher identity in the K-12 arena (Alsup, 2006;Britzman, 1991;Danielewicz, 2001;Lortie, 1975) with some theoretical and philosophical scholarship about teaching at the college level (Baxter, 2012), yet little research to date has looked at how instructors at the college level who are specifically teaching at a distance develop their online instructor identity. One notable exception is Baxter (2012) who argues that the existence of "resistance discourses," or discourses that challenge the status quo, are essential to the development of "feelings of self-salience, personal efficacy and confidence" among online instructors (p. 9).The development of online teaching identity is especially important as online learning in higher education continues to grow exponentially; according to Allen and Seaman's (2013) report of online learning in the US:• The number of students taking at least one online course increased from the previous year by over 570,000 to a new total of 6.7 million.• The 9.3 percent growth rate for online enrollments far exceeds the less than two percent growth of the overall higher education student population.• Thirty-two percent of all higher education students now take at least one course online.• ...

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Using the Community of Inquiry Framework to Inform Effective Instructional Design

Cited by 58 publications

References 82 publications

Designing a Community of Inquiry in Online Courses

Designing a Community of Inquiry in Online Courses

Democratizing digital learning: theorizing the fully online learning community model

From the classroom to the keyboard: How seven teachers created their online teacher identities

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