Book: Educational Communities of Inquiry

Educational Communities of Inquiry: Theoretical Framework, Research and Practice

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

Available at IGI Global

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

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