You are previewing Educational Communities of Inquiry.
O'Reilly logo
Educational Communities of Inquiry

Book Description

Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences. Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Foreword
  5. Preface
    1. THE STRUCTURE OF THIS BOOK
    2. CONCLUSION
  6. Section 1: Theoretical Foundations and Epistemological Insights
    1. Chapter 1: Theoretical Foundations and Epistemological Insights of the Community of Inquiry
      1. ABSTRACT
      2. INTRODUCTION
      3. UNITY OF DISCOURSE AND REFLECTION
      4. METACOGNITION AND MOTIVATION
      5. CONCLUSION
    2. Chapter 2: Community of Philosophical Inquiry Online and Off
      1. ABSTRACT
      2. INTRODUCTION
      3. ASPECTS OF A CHANGING INFORMATION ENVIRONMENT
      4. CONCLUSION
    3. Chapter 3: Metacognitive Development within the Community of Inquiry
      1. ABSTRACT
      2. INTRODUCTION
      3. METACOGNITION IN AN ONLINE COMMUNITY OF INQUIRY
      4. METACOGNITIVE CONSTRUCT
      5. SUPPORT OF METACOGNITIVE DEVELOPMENT IN A COMMUNITY OF INQUIRY
      6. CONCLUSION
    4. Chapter 4: From Distance Education to Communities of Inquiry
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. COMMUNITY OF INQUIRY (COI)
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  7. Section 2: Design and Implementation
    1. Chapter 5: A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    2. Chapter 6: Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE RESEARCH METHODOLOGY
      5. THE STUDY RESULTS
      6. DISCUSSION
      7. RECOMMENDED SYNCHRONOUS ONLINE TEACHING STRATEGIES
      8. SUMMARY OF EFFECTIVE TEACHING PRACTICES DERIVED FROM THIS RESEARCH
      9. LIMITATIONS AND FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
    3. Chapter 7: Redesigning Teaching Presence in Order to Enhance Cognitive Presence
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND OF THE STUDY: PROVIDING MORE GUIDANCE IN “MINIMUM GUIDED” (E)PROBLEM-BASED LEARNING
      4. MEASURING THE IMPACT OF TEACHING PRESENCE ON COGNITIVE AND SOCIAL PRESENCE: A MIXED METHOD APPROACH
      5. RESEARCH DESIGN
      6. METHOD
      7. RESULTS
      8. DISCUSSION
      9. FUTURE RESEARCH DIRECTIONS
      10. APPENDIX
    4. Chapter 8: Coaching for Cognitive Presence
      1. ABSTRACT
      2. INTRODUCTION
      3. DISCUSSION IN COMMUNITIES OF INQUIRY
      4. COACHING IN EDUCATIONAL ENVIRONMENTS
      5. FUNCTIONALIST COACHING FRAMEWORK
      6. TEACHING PRESENCE COACHING IN PRACTICE
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
    5. Chapter 9: Strategies and Principles to Develop Cognitive Presence in Online Discussions
      1. ABSTRACT
      2. INTRODUCTION
      3. COGNITIVE PRESENCE
      4. GUIDELINES FOR PRACTICE
      5. APPENDIX: A GUIDE FOR IDENTIFYING AND ELICITING COGNITIVE PRESENCE (CP)
    6. Chapter 10: An Online Resource to Foster Cognitive Presence
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STRATEGIES TO PROMOTE COGNITIVE PRESENCE
      5. DISCUSSION
      6. FUTURE RESEARCH DIRECTIONS
      7. APPENDIX A
      8. APPENDIX B
    7. Chapter 11: Relationship between Types of Question Prompts and Critical Thinking in Online Discussions
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODS
      5. RESULTS AND DISCUSSION
      6. CONCLUSION
      7. APPENDIX
    8. Chapter 12: Cooperative and Collaborative Strategies in Blended and Online Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. INSTRUCTIONAL DESIGN
      4. IMPACT OF THE DESIGN (RESEARCH STUDY)
      5. DISCUSSION
      6. FUTURE RESEARCH RECOMMENDATIONS
      7. APPENDIX A: MODULE OUTLINE
      8. APPENDIX B: PROJECT INSTRUCTIONS FOR GROUPS
      9. APPENDIX C: LESSON PLAN SUMMARY TEMPLATE
      10. APPENDIX D: LESSON PLAN RUBRIC
    9. Chapter 13: Let’s Enhance Learners’ Cultural Discussions
      1. ABSTRACT
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHODOLOGY
      5. RESULTS
      6. DISCUSSION
      7. CONCLUSION
    10. Chapter 14: Application of CoI to Design CSCL for EFL Online Asynchronous Discussion
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. RELATIONSHIPS AMONG COI AND EFL LEARNING: METHODOLOGY
      5. RESULTS
      6. THREE PRESENCES OF COI AND DEPENDENT VARIABLES
      7. DISCUSSION
      8. CONCLUSION
    11. Chapter 15: The Case for the Community of Inquiry (CoI) Influencing Student Retention
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE EVIDENCE FOR COI’S INFLUENCE ON STUDENT RETENTION
      5. COI AND RETENTION THEORIES
      6. COI AND LEARNING: THE INFLUENCE ON RETENTION
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    12. Chapter 16: Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. METHODS OF INVESTIGATION
      4. FINDINGS
      5. DISCUSSION AND RECOMMENDATIONS
      6. CONCLUSION
  8. Section 3: Administrative Issues and Organizational Support
    1. Chapter 17: Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework
      1. ABSTRACT
      2. INTRODUCTION
      3. CIFE’S PEDAGOGICAL COUNSELING
      4. OBJECTIVES OF THE INQUIRY PROCESS
      5. ADAPTATION OF THE COI FRAMEWORK
      6. INQUIRY THROUGH PEDAGOGICAL COUNSELING EXPERIENCE EXCHANGE (ITPCEE)
      7. CONCLUSION AND FUTURE RESEARCH DIRECTIONS
    2. Chapter 18: Fostering Social Presence in a Blended Learning Faculty Development Institute
      1. ABSTRACT
      2. INTRODUCTION
      3. HYBRID COURSE DEVELOPMENT INSTITUTE
      4. HCDI PARTICIPANTS’ EVALUATION
      5. STUDENTS’ EVALUATION
      6. ADDITIONAL LESSONS LEARNED
      7. THREE LEVELS OF SOCIAL PRESENCE
      8. CONCLUSION: SOCIAL PRESENCE IN AN ONGOING COMMUNITY OF INQUIRY
    3. Chapter 19: Teaching in an Online Community of Inquiry
      1. ABSTRACT
      2. INTRODUCTION
      3. TEACHING PRESENCE
      4. CHANGING ROLES FOR FACULTY
      5. TEACHING AND THE NEW HIGHER EDUCATION
      6. CONCLUSION
    4. Chapter 20: Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: LITERATURE REVIEW AND THEORETICAL FRAMEWORK.
      4. THEORETICAL FRAMEWORK: THE COMMUNITY OF INQUIRY FRAMEWORK
      5. METHODOLOGICAL FRAMEWORK
      6. FINDINGS/RESULTS
      7. DISCUSSION AND A PROPOSED CONTRIBUTION TO THE COI FRAMEWORK
      8. RECOMMENDATIONS AND FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
  9. Section 4: Emerging Research and Practice Issues
    1. Chapter 21: Expanding the CoI
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: FOUNDATIONAL REVIEW OF THE COI AND KNOWLEDGE MANAGEMENT
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 22: Through the Looking Glass
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXTUALIZING THE EMERGENCE OF THE COI FRAMEWORK AGAINST THE LMS DELIVERY PARADIGM
      4. EXPLORING THE POTENTIAL IMPACT OF EMERGING TECHNOLOGIES ON THE COI
      5. CONCLUSION
    3. Chapter 23: An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF RELATED LITERATURE
      4. STUDY
      5. RESULTS
      6. DISCUSSION
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. APPENDIX A
      10. APPENDIX B
    4. Chapter 24: Developing Communities of Inquiry in Online Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DESIGN-BASED RESEARCH
      5. RECOMMENDATIONS FOR DEVELOPING COMMUNITIES OF INQUIRY USING A DESIGN-BASED APPROACH
      6. CONCLUSION
      7. APPENDIX A
      8. APPENDIX B
    5. Chapter 25: Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DESIGN DECISIONS: FROM CONCEPTUALIZATION TO IMPLEMENTATION
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
  10. Compilation of References
  11. About the Contributors