Wednesday, June 22
4:40 PM-5:05 PM
EDT
Virtual Room 2

Building Bridges to Advance the Community of Inquiry Framework for Online Learning

F2F Full Paper: Research Based ID: 61245
  1. aaa
    Shea Peter
    University at Albany, State University of New York
  2. aaa
    Jennifer Richardson
    Purdue University

Abstract: It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, this article summarizes the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework (Garrison et al., 2000). This presentation describes the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlights opportunities for improvement of the model by incorporating the educational psychology understandings of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. A more comprehensive model is proposed, including processes and targets of regulation, which positions researchers to analyze collaborative learner regulation to better understand how various instructional approaches, scaffolds, tools, resources, experiences, interactions, and cultural beliefs enable and constrain collaboration and learning in online higher education. The addition of the proposed learning presence construct to the CoI model provides a more complete set of tools to undertake this work.

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