Community of Inquiry

Joel D. Wilson

American Military University

EDUC637 B001 Fall 14

Community of

Inquiry

Dewey (1959) thought educational experiences require the merging of individual and societal interests. A student’s education is contingent upon the community in which he or she lives. A community is the natural blending of the public and our private lives.

Engagement Supporting Interaction re:

with discourse goals/ participants

direction Educational experience

Setting Regulating

climate learning

Interaction re: goals/direction

Teaching presence (Bury, 2012)

Social presence Cognitive presence

Community of Inquiry

Model

1. Social presence

2. Cognitive presence

3. Teaching presence

ThreeEssential Elements of Educational Experience

Figure adapted from Bury (2012)

Engagement Supporting with discourse participants

Educational experience

Setting

climate

Categories of Social Presence

• Emotional

Expression

• Open

Communication

• Group

Cohesion Figure adapted from Bury (2012)

• Emotions

•Risk-free expression

• Encouraging collaboration

Indicators of Social Presence

Engagement Supporting with discourse participants

Educational experience

Setting

climate

Figure adapted from Bury (2012)

Categories of Cognitive Presence

Supporting Interaction re:

discourse goals/

direction Educational experience

Regulating

learning

• Triggering Event

• Exploration

• Integration

•Resolution

Figure adapted from Bury (2012)

Indicators of Cognitive Presence

Supporting Interaction re:

discourse goals/

direction Educational experience

Regulating

learning

• Sense of puzzlement

• Information

exchange

•Connecting ideas

•Application

of new ideas Figure adapted from Bury (2012)

Categories of Teaching Presence

Educational experience

Setting Regulating

climate learning

Interaction re: goals/direction

• Instructional Management

•Building Understanding

•Direct Instruction

Figure adapted from Bury (2012)

Indicators of Teaching Presence

Educational experience

Setting Regulating

climate learning

Interaction re: goals/direction

•Defining and initiating discussion topics

• Sharing personal meaning

• Focusing discussion Figure adapted from

Bury (2012)

Implementing a Community of Inquiry in the Classroom

Engagement Supporting Interaction re:

with discourse goals/ participants

direction Educational experience

Setting Regulating

climate learning

Interaction re: goals/direction

Teaching presence (Bury, 2012)

Social presence Cognitive presence

Community of

Inquiry-Implementation

References

• Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.

• Bury, M. (2014, April 28). Community of inquiry model. Retrieved from http://en.wikipedia.org/wiki/Community_of_inquiry

• Dewey, J. (1959). My pedagogic creed. In J. Dewey, Dewey on education (pp. 19-32). New York: Teachers College, Columbia University. (Original work published 1897)

• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87±105. Retrieved from http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf

• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.

• Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: the community of inquiry

framework. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, 43-57. Retrieved from http://www.cosa.k12.or.us/downloads/Licensure/Constructivisim.pdf

• Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

References