Community of Inquiry


Adapted from from the community of inquiry model by Alexandra M. Pickett.

The Community of Inquiry Framework Model  

Successful and effective online teaching and learning environments are designed to promote high levels of:

Cognitive Presence: “the extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry” and it is achieved in concert with effective teaching presence and satisfactory social presence.

Social Presence: the “ability of students to project themselves socially and effectively into a community of inquiry” and is deemed critical in the absence of physical presence and attendant teacher immediacy necessary to sustain learning in the classroom.

Teaching Presence: “the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes.” Teaching presence has three components (1) instructional design and organization, (2) discourse facilitation, and (3) direct instruction. (*Garrison D. R., 2000).

Cognitive Presence - from Camp Design by Dr. Lora Taub, Dean of Digital Learning at Muhlenberg College.

Social Presence - from Camp Design by Dr. Lora Taub, Dean of Digital Learning at Muhlenberg College.

Social Presence - Interview and presentation - Phylise Banner & Alexandra M. Pickett, Director, Open SUNY Online Teaching.

Teaching Presence - from Camp Design by Dr. Lora Taub, Dean of Digital Learning at Muhlenberg College.

*Garrison, D. R., Anderson, T., & Archer, W. Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 1-19, 2000. Retrieved from https://www.researchgate.net/publication/222474115_Critical_Inquiry_in_a_Text-Based_Environment_Computer_Conferencing_in_Higher_Education

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