This interactive web-site is designed to collect published research about the CoI and discuss these publications with interested researchers and practitioners. We hope to create a community of inquiry about the Community of Inquiry framework!
Activity and discussion will focus on sharing empirical evidence, practice implications, and use of the framework for faculty development and course (re)design. One research project underway will review a sample of empirical studies and determine which, if any, patterns are emerging in the research being done on the CoI Framework (Cleveland-Innes, Garrison & Vaughan). The second phase of a study on meta-cognition (self & co-regulation) within a CoI (collaborative learning environments) has just been completed and a metacognitive construct and instrument has been confirmed (Garrison, Akyol & Nordstokke, unpublished). Recently, additional or expanded presences at work online have been suggested (Cleveland-Innes & Campbell, 2012; Vladimirschi, 2012).
In sum, our aim is to offer the opportunity for continuous discussion about the framework by researchers and practitioners committed to the explication and implementation of inquiry-based practice in the development of online and blended learning communities.
|Dr. Randy Garrison
Bio and Welcome Message
|Dr. Marti Cleveland-Innes
Welcome Message (mp3)
|Dr. Norm Vaughan
Welcome Message (YouTube)
The Community of Inquiry (CoI) framework theory, methodology and instruments were developed during a Canadian Social Sciences and Humanities research funded project entitled “A Study of the Characteristics and Qualities of Text-Based Computer Conferencing for Educational Purposes” project which ran from 1997 to 2001. Central to the original study was the creation of a model of a community of inquiry comprised of three essential elements of an educational experience:
Outcomes of the original project were published in peer reviewed journals which, in turn, have resulted in hundreds of research studies applying and extending the original CoI theory, method, and instruments. The seminal paper “Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education” (Garrison, Anderson and Archer, 2000) has been cited more than 2,800 times (as reported by Google Scholar August 2015) and provided the foundation for valuable empirical research in learning theory across multiple disciplines and in varied educational settings.
This website provides quick access to the growing collection of CoI resources including books, published articles, measurement instruments, dissertations, interest groups, discussion forums, presentations, related links, wikis, and blogs by active CoI researchers, including Drs. Garrison, Cleveland-Innes, Vaughan, Koole, and others. If you wish to become an contributing member of this community, we invite you to register to share your own research and contribute to the collections archived on this site. Non-members are most welcome to view models, references, resources, and links on this website and contact the community by email.
You’ll find links to books and published research (where allowed by copyright), as well as links to other related information on the tabs above. An important component of this online Community of Inquiry is sharing experiences, concerns or questions through discussion forums, wikis, and blogs. We hope you’ll add your voice to the conversation.
The CIDER Community of Inquiry Webinar Series recently concluded a series of monthly online seminars. The sessions featured presentations by leading researchers on the CoI framework and its application to blended, distance, and online learning. Visit the CIDER website to view archived recordings of these and to view the upcoming 2015-2016 CIDER presentations.