Community of Inquiry Model: Three Presences of Teaching
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Transcript of Community of Inquiry Model: Three Presences of Teaching
Community of Inquiry Model
Seth Allen, MLIS, MAInstructional Technologist
South College
Three Presences of
Teaching
tinyurl.com/threepresences
Parable of the Elephant and Blind Men
Introducing the COI ModelThe community of inquiry is a conceptual framework for optimizing learning environments. The framework is collaborative model with three interdependent elements:
● Cognitive Presence - Ability of learners to construct meaning through sustained communication
● Social Presence - Ability of students to ‘be themselves’ in a community of peers
● Teaching Presence - 1) Selection, organization delivery of teaching materials, 2) Facilitating social & cognitive presence of learners
Introducing the COI Model
Defining Cognitive PresenceCognitive presence is defined as “the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse.” (Garrison, Anderson, & Archer, 2001). This occurs through what is called the ‘Practical Inquiry Model’ - a process of realizing a gap in knowledge, researching, reflecting, and integrating meaning with other learners.
Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching learning: A framework for adult and higher education. Oxford, UK: Pergamon
Cognitive Presence in ActionThe Practical Inquiry Model
Cognitive Presence in ActionThe Practical Inquiry Model
Elements Categories Indicators (examples only)
Cognitive Presence Triggering event Sense of puzzlement
Exploration Information exchange
Integration Connecting ideas
Resolution Apply new ideas
Table adapted from:Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Fostering Cognitive PresenceGuidelines for supporting cognitive presence:● Are students give activities to reflect on and process new
information? ● Do you pique students’ interest in a topic? ● Do you guide students towards learning about a topic? ● Do learning activities help students to construct a solution or
understanding?
Defining Social PresenceSocial presence is defined as “the degree to which students in a computer-mediated communication feel affectively connected to one another” (Swan, Garrison, & Richardson, 2009, p. 9).
Social presence has 3 components (Swan, Garrison, & Richardson, 2009, p. 10):1. Affective expression 2. Open communication3. Group cohesion
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.),Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.
Social Presence in ActionElements Categories Indicators
(examples only)
Social Presence Emotional expression Using emoticons
Open communication Risk-free expression
Group cohesion Encouraging collaboration
Table adapted from:Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Fostering Social PresenceGuidelines for supporting social presence:● Do students feel comfortable asking questions and sharing
their opinions ● Are their clear expectations for civil discourse in your
classroom? ○ Peer-to-peer○ Student-to-instructor
● Do group activities lead to a sense of social cohesion in your classes?
Defining Teaching PresenceTeaching presence consists of two functions which are primarily the role of the instructor (Garrison, Anderson, & Archer, 1999):● Design of the educational experience
○ Selection and presentation of content○ Assessment
● Facilitating collaboration among peers● Direct instruction
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Teaching Presence in ActionElements Categories Indicators
(examples only)
Social Presence Instructional management Defining and initiating discussion topics
Building understanding Sharing personal meaning
Direct instruction Focusing discussion
Table adapted from:Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Fostering Teaching PresenceGuidelines for supporting teaching presence:● Do instructors model civil discourse? ● Do instructors encourage group activities aimed at develop
critical thinking? ● Do class activities reflect clear learning objectives? ● Does the instructor keep students on task? ● Does the instructor encourage students to come to resolve
problems as a group?
Group ActivityPlease visit the following link to participate in the group activity:
tinyurl.com/coiactivity
Helpful ResourcesArticles
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers & Education, 55(2), 808-820.
Lambert, J. L., & Fisher, J. L. (2013). Community of inquiry framework: Establishing community in an online course. Journal of Interactive Online Learning, 12(1), 1-16.
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.),Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.
Zydney, J. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of Online Learning and Teaching,10(1), 153.
Helpful Resources
● Communities of Inquiry Pinterest Board● Sense of Community Index● Community of Inquiry website● The Community of Inquiry: Building an Engaged Presence for Learning in
the Online Classroom [Powerpoint slides]● Three Presences Survey● A Garden of Three Presences● Cognitive Presence in Online Courses - Are You Doing It?● 7 Things Instructional Designers Can Do to Improve Social Presence in
Online Learning
Websites and Presentations