Community of Inquiry Workshop
Learning Objectives
After completing the COI workshop, students should be able to:
1. Identify the key components of the Community of Inquiry framework;
2. Recognize examples for applying the components of the COI framework in an
online course.
COI Overview
Background Information
Community of Inquiry is a framework that has been developed through extensive research and analysis of the characteristics of effective instructional practices. This framework serves as a leading model for designing and implementing effective online learning.
Emergence of E-Learning
The movement into to the Information Age has provided new opportunities for learning. The availability of technology has allowed educators to delve into a new type of learning experience where students can be in multiple locations, yet still work together in a common environment - E-Learning.
Bringing Technology and Learning Together
COI is the framework that provides instructors a format to organize and implement an online course. This framework is based on the notion of constructivist learning - learning by building experiences. There are three critical components to the framework: Social presence, Cognitive Presence, and Teaching presence.
These components are similar to characteristics that are defined as "Best Practice" in a traditional face-to-face classroom. They provide for active participation, exploration, discussion, and high expectations for learning. This workshop will address each the three listed areas separately.
Resource for COI
Randy Garrison authored a book about E-Learning that focuses on the use of COI framework. I would recommend that you review it when preparing an online course.
Garrison, D. Randy (2011) E-Learning in the 21st Century. A framework for research and practice. Routledge. New York, NY.
Background Information
Community of Inquiry is a framework that has been developed through extensive research and analysis of the characteristics of effective instructional practices. This framework serves as a leading model for designing and implementing effective online learning.
Emergence of E-Learning
The movement into to the Information Age has provided new opportunities for learning. The availability of technology has allowed educators to delve into a new type of learning experience where students can be in multiple locations, yet still work together in a common environment - E-Learning.
Bringing Technology and Learning Together
COI is the framework that provides instructors a format to organize and implement an online course. This framework is based on the notion of constructivist learning - learning by building experiences. There are three critical components to the framework: Social presence, Cognitive Presence, and Teaching presence.
These components are similar to characteristics that are defined as "Best Practice" in a traditional face-to-face classroom. They provide for active participation, exploration, discussion, and high expectations for learning. This workshop will address each the three listed areas separately.
Resource for COI
Randy Garrison authored a book about E-Learning that focuses on the use of COI framework. I would recommend that you review it when preparing an online course.
Garrison, D. Randy (2011) E-Learning in the 21st Century. A framework for research and practice. Routledge. New York, NY.
Social Presence
Social presence is the ability of an online student to become a part of the learning community.
In the COI framework, Social presence is a critical component for successful learning. As in a traditional classroom, being an active learning is essential for gaining the maximum knowledge from an experience.
Building a Sense of Community
The COI framework expects the instructor to build an experience that requires students to actively participate and form relationships with fellow students. This is achieved when the environment of the learning experience promotes and rewards those that interact in a positive and engaging manner. Activities such as ice breakers, group discussions, group break-out rooms, and live chats encourage the discourse needed to help establish a trusting environment for all students.
Distance: A constant battle
In an online learning environment, it can feel lonely because students may be separated by many miles or even states. This notion of transactional distance can be the undoing of an effective online experience. Whether a student does not feel connected to the instructor or other students, it is critical that the design of the course has opportunities in place to offset this perception. Activities such as using live video or even pictures of the students can help to humanize the experience.
Social Presence Summary
Online learning is most effective when all students feel that they are a part of the learning community. The instructor can model the expected behaviors (responsive comments, discourse, questions, etc.) to assist students in learning how to participate as a productive and positive online learner. Without Social presence, online learning will be lonely and merely a one-way learning experience. With it, a student has the opportunity to construct new knowledge not only from the course content but from the other learners in the group.
Garrison, D. Randy (2011) E-Learning in the 21st Century. A framework for research and practice. Routledge. New York, NY.
Social presence is the ability of an online student to become a part of the learning community.
In the COI framework, Social presence is a critical component for successful learning. As in a traditional classroom, being an active learning is essential for gaining the maximum knowledge from an experience.
Building a Sense of Community
The COI framework expects the instructor to build an experience that requires students to actively participate and form relationships with fellow students. This is achieved when the environment of the learning experience promotes and rewards those that interact in a positive and engaging manner. Activities such as ice breakers, group discussions, group break-out rooms, and live chats encourage the discourse needed to help establish a trusting environment for all students.
Distance: A constant battle
In an online learning environment, it can feel lonely because students may be separated by many miles or even states. This notion of transactional distance can be the undoing of an effective online experience. Whether a student does not feel connected to the instructor or other students, it is critical that the design of the course has opportunities in place to offset this perception. Activities such as using live video or even pictures of the students can help to humanize the experience.
Social Presence Summary
Online learning is most effective when all students feel that they are a part of the learning community. The instructor can model the expected behaviors (responsive comments, discourse, questions, etc.) to assist students in learning how to participate as a productive and positive online learner. Without Social presence, online learning will be lonely and merely a one-way learning experience. With it, a student has the opportunity to construct new knowledge not only from the course content but from the other learners in the group.
Garrison, D. Randy (2011) E-Learning in the 21st Century. A framework for research and practice. Routledge. New York, NY.
Cognitive Presence
Cognitive presence is defined as the methods used to provide learning experiences and the means used to assess their effectiveness in an online experience. Critical discourse and discussion about the content is essential in this aspect of COI.
Practical Inquiry
The COI framework is based on use of Practical Inquiry in all learning experiences. Practical Inquiry is a constructivist based model that uses essential characteristics of effective instructional design. There are four phases to this model:
1. Triggering Phase - this is also called "hook" phase. Essentially, this is how
the instructor gets the student's interest. It could include an ice breaker, video,
or problem that relates to the learning for the lesson. This phase gets "buy-in"
for the learning that will occur.
2. Exploration Phase - In this phase, students are looking at possible solutions,
gathering information, and even working in groups to brainstorm ways to
approach the issue. Active participation and discussion occurs during this phase
as students get familiar with content and begin constructing their understanding.
3. Integration Phase - This phase helps students to reflect on the learning taking
place. Interactions and critical discourse are essential for students to form better
understanding of the topic under review. The instruction will check for
understanding during this phase to ensure that misconceptions are corrected.
4. Resolution Phase - The final phase of Practical Inquiry involves summarizing
the concepts learned in the experience. This can occur through group
presentations or discussions, group chats or other demonstrations showing the
compilation of the work. A critical part of this phase involves the questions that
come from the process. This model is cyclical and the new questions will help
guide future learning experiences and activities.
Cognitive presence is defined as the methods used to provide learning experiences and the means used to assess their effectiveness in an online experience. Critical discourse and discussion about the content is essential in this aspect of COI.
Practical Inquiry
The COI framework is based on use of Practical Inquiry in all learning experiences. Practical Inquiry is a constructivist based model that uses essential characteristics of effective instructional design. There are four phases to this model:
1. Triggering Phase - this is also called "hook" phase. Essentially, this is how
the instructor gets the student's interest. It could include an ice breaker, video,
or problem that relates to the learning for the lesson. This phase gets "buy-in"
for the learning that will occur.
2. Exploration Phase - In this phase, students are looking at possible solutions,
gathering information, and even working in groups to brainstorm ways to
approach the issue. Active participation and discussion occurs during this phase
as students get familiar with content and begin constructing their understanding.
3. Integration Phase - This phase helps students to reflect on the learning taking
place. Interactions and critical discourse are essential for students to form better
understanding of the topic under review. The instruction will check for
understanding during this phase to ensure that misconceptions are corrected.
4. Resolution Phase - The final phase of Practical Inquiry involves summarizing
the concepts learned in the experience. This can occur through group
presentations or discussions, group chats or other demonstrations showing the
compilation of the work. A critical part of this phase involves the questions that
come from the process. This model is cyclical and the new questions will help
guide future learning experiences and activities.
Teaching Presence
Teaching presence consists of all of the aspects that the instructor is responsible for in creating an effective online learning experience. There are two areas of focus for this discussion: Design/Organization of Course and Instructor Roles.
Design and Organization
One of the keys to a successful online course, is the organization and design of the activities and learning opportunities. As Social Presence is a requirement for success, the organization of how activities occur and requirements of interactions within the group are critical. An effective course will utilize these interactions multiple times during the learning experiences. It is also important for the instructor to design a variety of activities for learning. Just like a traditional classroom, using different instructional strategies leads to better engagement.
Roles of the Instructor
Just like all traditional teachers, online instructors have many roles associated with their practice. Some of these include: facilitator, referee, director, designer and monitor. The instructor will oversee the online interactions of students, making sure to promote the positive, productive ones. During a conflict or disagreement, the instructor will serve as a mediator with probing questions or even as a leader helping a group come to consensus.
At times the instructor may take a more traditional approach using direct instruction. This is often employed to help groups that may be going in the wrong direction. A short mini-lesson may assist in getting them back on track. Direct Instruction may also be used for summarizing a class discussion or series of chats. It takes many different roles to accomplish a successful online learning class.
Teaching presence consists of all of the aspects that the instructor is responsible for in creating an effective online learning experience. There are two areas of focus for this discussion: Design/Organization of Course and Instructor Roles.
Design and Organization
One of the keys to a successful online course, is the organization and design of the activities and learning opportunities. As Social Presence is a requirement for success, the organization of how activities occur and requirements of interactions within the group are critical. An effective course will utilize these interactions multiple times during the learning experiences. It is also important for the instructor to design a variety of activities for learning. Just like a traditional classroom, using different instructional strategies leads to better engagement.
Roles of the Instructor
Just like all traditional teachers, online instructors have many roles associated with their practice. Some of these include: facilitator, referee, director, designer and monitor. The instructor will oversee the online interactions of students, making sure to promote the positive, productive ones. During a conflict or disagreement, the instructor will serve as a mediator with probing questions or even as a leader helping a group come to consensus.
At times the instructor may take a more traditional approach using direct instruction. This is often employed to help groups that may be going in the wrong direction. A short mini-lesson may assist in getting them back on track. Direct Instruction may also be used for summarizing a class discussion or series of chats. It takes many different roles to accomplish a successful online learning class.
COI Workshop Quiz
Since you have completed the COI workshop, let's see what you remember.
Please complete the four questions below. Be sure to click submit when you are finished.
Thanks for participating!
Since you have completed the COI workshop, let's see what you remember.
Please complete the four questions below. Be sure to click submit when you are finished.
Thanks for participating!
Additional Resource related to Community of Inquiry framework and Blended Learning in K - 12 Schools
Session 1: Introduction to Community of Inquiry.
This session describes the basics of the Community of Inquiry model framework. Examples of each component is described in comparison to a traditional classroom.
Session 1: Introduction to Community of Inquiry.
This session describes the basics of the Community of Inquiry model framework. Examples of each component is described in comparison to a traditional classroom.
Session 2: Blended Learning in K - 12.
This session includes discussions of how blended learning could be used in the K - 12 setting. Participants describe their experiences (both good and bad).
This session includes discussions of how blended learning could be used in the K - 12 setting. Participants describe their experiences (both good and bad).
Session 3: Issues with Online/Blended Learning.
This final session addresses some of the areas of concern with online learning. The discussion topics include: distance issues leading to isolation, cheating issues, making online more humanlike, and assessment/evaluation issues in an online environment.
This final session addresses some of the areas of concern with online learning. The discussion topics include: distance issues leading to isolation, cheating issues, making online more humanlike, and assessment/evaluation issues in an online environment.