ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES
By D. Randy Garrison. Online Learning, 2019
528 citations recorded by the source corpus.
This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.The first issue is about shifting social presence from socio-emotional support to a focus on group cohesion (from personal to purposeful relationships). The second issue concerns the progressive development of cognitive presence (inquiry) from exploration to resolution. That is, moving discussion beyond the exploration phase. The third issue has to do with how we conceive of teaching presence (design, facilitation, direct instruction). More specifically, is there an important distinction betweenfacilitation and direct instruction? Finally, the methodological issue concerns qualitative transcript analysis and the validity of the coding protocol.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/c7c4e9c9a5d90bd201b0d83be6a1d93872596a2f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Science Applications
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Investigating students' perceptions of motivating factors of online class discussions (2017, background): “Teaching presence is the “design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Garrison, 2007, p. 24).”
- Teaching and Learning in the Time of COVID: The Student Perspective (2021, unknown): “The widely influential Community of Inquiry model developed at Athabasca University (Garrison, 2009), for example, draws attention to three dimensions of the online learning experience: The teaching dimension is the content and climate developed by the instructor; the social dimension involves…”