Community of Inquiry

In preparation of the summer, when many of us redesign our courses, I would like to share a 2020 article entitled, "Applying the Community of Inquiry (CoI) e-Learning Model to Improve the Learning Design of an Online Course" by Krzyszkowska and Mavrommati.

The authors demonstrate how the CoI framework could transform learning design, which prioritizes the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and questionnaire, they investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning.

The investigation is structured in three stages, guided by the research questions:

1. What are the students` perceptions of the social, teaching and cognitive aspects of learning;

2. How did the current learning design impact the students` perceptions of collaborative learning; and

3. Which CoI design principles could be reinforced to enhance learning?

The concept of CoI was formulated by Garrison, Anderson, and Archer (1999) in their study tracing professional discourse in a text-based computer-mediated discussion forum. It is grounded in the socio-constructivist perspective on learning, according to which knowledge is constructed socially through the integration of alternative viewpoints in the course of inquiry, enhanced by reflection. In the context of instructional design, the CoI model indicates that a meaningful learning experience can be created through the interplay of three key elements: social, teaching and cognitive presence.

The key themes identified included Affective Expression, Connectedness, Group Cohesion, Presentation Style, Facilitation, Individual Guidance upon Request, Peer and External Facilitation and Feedback. The CoI Design recommendations include:

1. Plan for the creation of open communication and trust: establish community and cohesion;

2. Plan for critical reflection and discourse, establish inquiry dynamics: sustain respect and responsibility; sustain inquiry that moves to resolution; and

3. Ensure assessment is congruent with intended processes and outcomes.

References

Krzyszkowska, K., & Mavrommati, M. (2020). Applying the Community of Inquiry e-learning model to improve the learning design of an online course for in-service teachers. The Electronic Journal of e-Learning, 18(6), 462-475.

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