Community of Inquiry.
The Community of Inquiry (CoI) is a widely accepted model for online education that supports engagement in learning by linking cognitive, social and teacher presences together for a holistic approach to education.
To guide learners and to help them develop skills that can be used for and beyond high school graduation, the desired results need to be identified. Use of CoI can facilitate the skills we want all students to possess as part of their educational experience.
For this website- the model below has been created to illustrate the different elements of the Community of Inquiry in the resources and activities provided.
To guide learners and to help them develop skills that can be used for and beyond high school graduation, the desired results need to be identified. Use of CoI can facilitate the skills we want all students to possess as part of their educational experience.
For this website- the model below has been created to illustrate the different elements of the Community of Inquiry in the resources and activities provided.
Photo source: http://thepragmatictvteacher.blogspot.ca/2016/11/the-fab-new-coi-model-of-learning.html
How to establish teaching presence online:
Teachers need to create an environment in which the student feels that the instructor is "there". This Slideshare presentation highlights important elements to increase student engagement and follow through with online course. Click the button below to view:
Teachers need to create an environment in which the student feels that the instructor is "there". This Slideshare presentation highlights important elements to increase student engagement and follow through with online course. Click the button below to view:
Photo credit: Borsoff (2018). Credo.
When individuals decide to recommit to education, with the intent to meet graduation requirements, their learning must be supported by means of a deliberate program to establish a context in which to encourage engagement, community and connection. This educational network allows for collaborative learning and provides the social dimension that is crucial for student satisfaction; resulting in a greater follow-through of coursework completion. Most adult students have a conceived notion that their learning should be guided by a teacher- something which is not always the case with online learning.
Students need simple and easily accessible tools to develop skills to be lifelong learners. When supported through cognitive and social means that are facilitated by a teacher, students are provided with the setting to be able to learn these skills freely. Connection is evident; and where there connection, there is engagement and motivation. Authentic situations for learning are discovered when dialogue between learners and learners an learners and teachers occur. The cognitive presence carefully selects content and supports discourse to create authentic learning.
The Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse”, (Garrison, Anderson, & Archer, 2001). When students can connect to their learning in a meaningful way it allows them to be able to build deep understandings and transfer their learning from one area to another through development of enduring understandings. Cognitive presence is supported by both social and teaching presence together as part of the complex network- as it cannot be authentic without these other two elements.
Students need simple and easily accessible tools to develop skills to be lifelong learners. When supported through cognitive and social means that are facilitated by a teacher, students are provided with the setting to be able to learn these skills freely. Connection is evident; and where there connection, there is engagement and motivation. Authentic situations for learning are discovered when dialogue between learners and learners an learners and teachers occur. The cognitive presence carefully selects content and supports discourse to create authentic learning.
The Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse”, (Garrison, Anderson, & Archer, 2001). When students can connect to their learning in a meaningful way it allows them to be able to build deep understandings and transfer their learning from one area to another through development of enduring understandings. Cognitive presence is supported by both social and teaching presence together as part of the complex network- as it cannot be authentic without these other two elements.
For further information about the Community of Inquiry Model, visit the website links through the buttons below:
For a visual summary of the Community of Inquiry Model, the University of Toronto's Centre for Teaching Support and Innovation highlights design elements in the online and blended environment as well as what student experiences should result from effective collaboration.