Community of Inquiry Model: Three Presences of Teaching
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The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
![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](https://image.slidesharecdn.com/communityofinquirymodel-160823182905/85/Community-of-Inquiry-Model-Three-Presences-of-Teaching-17-320.jpg)
Community of Inquiry Model: Three Presences of Teaching
- 1. Community of Inquiry Model Seth Allen, MLIS, MA Instructional Technologist South College Three Presences of Teaching tinyurl.com/threepresences
- 2. Parable of the Elephant and Blind Men
- 3. Introducing the COI Model The 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
- 4. Introducing the COI Model
- 5. Defining Cognitive Presence Cognitive 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
- 6. Cognitive Presence in Action The Practical Inquiry Model
- 7. Cognitive Presence in Action The 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.
- 8. Fostering Cognitive Presence Guidelines 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?
- 9. Defining Social Presence Social 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 communication 3. 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.
- 10. Social Presence in Action Elements 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.
- 11. Fostering Social Presence Guidelines 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?
- 12. Defining Teaching Presence Teaching 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.
- 13. Teaching Presence in Action Elements 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.
- 14. Fostering Teaching Presence Guidelines 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?
- 15. Group Activity Please visit the following link to participate in the group activity: tinyurl.com/coiactivity
- 16. Helpful Resources Articles 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.
- 17. 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