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Akyol, Z., & Garrison, D. R. (2013). Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 1-347). doi:10.4018/978-1-4666-2110-7
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments and guarantees successful educational experiences.
Educational Communities of Inquiry: Theoretical Framework, Research, and Practice is an extensive reference that offers theoretical foundations and developments associated with the COl theoretical framework. This collection is a valuable source of ideas, research opportunities, and challenges for scholars and practitioners in the field of education technology.
TABLE OF CONTENTS
Section 1: Theoretical Foundations and Epistemological Insights
Chapter 1: Theoretical Foundations and Epistemological Insights
- D. Randy Garrison, University of Calgary, Canada
Chapter 2: Community of Philosophical Inquiry Online and Off: Retrospective and Prospectus
- David Kennedy, Montclair State University, USA
- Nadia S. Kennedy, SUNY Stony Brook, USA
Chapter 3: Metacognitive Development within the Community of Inquiry
- Zehra Akyol, Smart Technologies, Canada
Chapter 4: From Distance Education to Communities of Inquiry: A Review of Historical Developments
- Aylin Tekiner Tolu, Yeditepe University, Turkey
- Linda Evans, Kennesaw State University, USA
Section 2: Design and Implementation
Chapter 5: A Follow-Up Study of the Indicators of Teaching Presence Critical to Students in Online Courses
- Kathleen Sheridan, National Louis University, USA
- Melissa A. Kelly, National Louis University, USA
- David T. Bentz, Bellevue University, USA
Chapter 6: Effective Teaching Practices to Foster Vibrant Communities of Inquiry in Synchronous Online Learning
- Annie Saint-Jacques, Université Laval, Canada
Chapter 7: Redesigning Teaching Presence in order to Enhance Cognitive Presence, a Longitudinal Analysis
- Bart Rienties, University of Surrey, United Kingdom
- Bas Giesbers, Maastricht University, the Netherlands
- Dirk T. Tempelaar, Maastricht University, the Netherlands
- Simon Lygo-Baker, University of Surrey, United Kingdom
Chapter 8: Coaching for Cognitive Presence: A Model for Enhancing Online Discussions
- David S. Stein, The Ohio State University, USA
- Constance E. Wanstreet, The Ohio State University, USA
Chapter 9: Strategies and Principles to Develop Cognitive Presence in Online Discussions
- Kim A. Hosler, University of Northern Colorado, USA
- Bridget D. Arend, University of Denver, USA
Chapter 10: An Online Resource to Foster Cognitive Presence
- Douglas Archibald, University of Ottawa, Canada
Chapter 11: Relationships between Types of Question Prompts and Critical Thinking in Online Discussions
- Jennifer C. Richardson, Purdue University, USA
- Ayesha Sadaf, Purdue University, USA
- Peggy A. Ertmer, Purdue University, USA
Chapter 12: Cooperative and Collaborative Strategies in Blended and Online Learning Environments
- Christine E. Nickel, Regent University & Old Dominion University, USA
- Richard C. Overbaugh, Old Dominion University, USA
Chapter 13: Let’s Enhance Learners’ Cultural Discussions: Developing a Community of Inquiry in a Blended Course
- Ana Oskoz, University of Maryland Baltimore County, USA
Chapter 14: Application of CoI to Design CSCL for EFL Online Asynchronous Discussion
- Yoshiko Goda, Kumamoto University, Japan
- Masanori Yamada, Kanazawa University, Japan
Chapter 15: The Case of the Community of Inquiry (CoI) Influencing Student Retention
- Katrina Meyer, University of Memphis, USA
Chapter 16: Community of Inquiry Framework, Digital Technologies, and Student Assessment in Higher Education
- Norman Vaughan, Mount Royal University, Canada
Section 3: Administrative Issues and Organizational Support
Chapter 17: Pedagogical Counseling Program Development through an Adapted Community of Inquiry Framework
- María Fernanda Aldana-Vargas, Universidad de los Andes, Colombia
- Albert Gras-Martí, Universidad de los Andes, Colombia
- Juny Montoya, Universidad de los Andes, Colombia
- Luz Adriana Osorio, Universidad de los Andes, Colombia
Chapter 18: Fostering Social Presence in a Blended Learning Faculty Development Institute
- David S. Goldstein, University of Washington Bothell, USA
- Carol Leppa, University of Washington Bothell, USA
- Andreas Brockhaus, University of Washington Bothell, USA
- Rebecca Bliquez, University of Washington Bothell, USA
- Ian Porter, University of Washington Bothell, USA
Chapter 19: Teaching in an Online Community of Inquiry: Institutional and Individual Adjustment in the New Higher Education
- Martha Cleveland-Innes, Athabasca University, Canada
Chapter 20: Pedagogical Requirements in a University-Context Characterized by Online and Blended Courses: Results from a Study Undertaken through Fifteen Canadian Universities
- Dodzi J-A Amemado, University of Montreal, Canada
Section 4: Emerging Research and Practice Issues
Chapter 21: Expanding the CoI: Finding the Hidden Wholeness in Online Learning and Online Working
- Sebastián Romualdo Díaz, West Virginia University, USA
Chapter 22: Through the Looking Glass: Emerging Technologies and the Community of Inquiry Framework
- Phil Ice, American Public University System, USA
- Melissa Burgess, International Center for On-Demand Education, USA
Chapter 23: An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry: Instructor Perspectives and Challenges
- Vivianne Vladimirschi, E-connection, SP – Brazil
Chapter 24: Developing Communities of Inquiry in Online Courses: A Design-Based Approach
- Daniel Matthews, University of Illinois Springfield, USA
- Leonard Bogle, University of Illinois Springfield, USA
- Emily Boles, University of Illinois Springfield, USA
- Scott Day, University of Illinois Springfield, USA
- Karen Swan, University of Illinois Springfield, USA
Chapter 25: Design-Based Approach for the Implementation of an International Cyberlearning Community of Inquiry for Medical Education
- Yianna Vovides, The George Washington University, USA
- Kristine Korhumel, The George Washington University, USA
