Using the community of inquiry framework to inform effective instructional design

Jennifer C. Richardson; J. Ben Arbaugh; Martha Cleveland-Innes; Philip Ice; Karen P. Swan; D. Randy Garrison

doi:10.1007/978-1-4614-1785-9_7

Using the community of inquiry framework to inform effective instructional design

Jennifer C. Richardson
, J. Ben Arbaugh
, Martha Cleveland-Innes
, Philip Ice
, Karen P. Swan
, D. Randy Garrison

Centre for Interdisciplinary Studies

Purdue University
University of Wisconsin Oshkosh
American Public University System
University of Illinois at Springfield
University of Calgary

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

76 Citations (Scopus)

Abstract

The Community of Inquiry (CoI) model views the online learning experience as a function of the relationship between three elements: social presence, teaching presence, and cognitive presence. The proposed panel and chapter will focus on how the CoI framework can be used to guide the design and implementation of online courses through the explication of measures verifying the CoI. In addition, factors external but influential to the model-technology, disciplinary differences, and the role of the online instructor-are reviewed.

Original language	English
Title of host publication	The Next Generation of Distance Education
Subtitle of host publication	Unconstrained Learning
Pages	97-125
Number of pages	29
Volume	9781461417859
ISBN (Electronic)	9781461417859
DOIs	https://doi.org/10.1007/978-1-4614-1785-9_7
Publication status	Published - 1 Jan. 2012

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10.1007/978-1-4614-1785-9_7

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Using the community of inquiry framework to inform effective instructional design

Abstract

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