Community of Inquiry (COI) Framework
Learning Objectives
At the end of the workshop, participants will be able to:
A. Explain the premise of the framework of the community of inquiry (COI) Framework.
B. List the specific components that make up the COI framework.
C. Demonstrate how each on the COI components can be incorporated into a online course.
Community of Inquiry (COI) Framework
Community of inquiry (COI) Framework Overview
The COI Framework is built on the premise that in a educational experience the heart is a community of people who desire higher-ordering learning through a shared educational experience (Garrison, 2011). This framework has been supported by empirical evidence and educational experience. The COI framework has received much attention in its application to online courses to make them more engaging and interactive. There are three components of the COI framework. This workshop will explore each component in greater detail.
Teaching Presence Overview
Overview. Teaching Presence is the component of the COI framework that is responsible for the design, assistance, and guidance of the cognitive and social processes so meaningful and worthwhile learning outcomes are realized by the community of learners (Anderson et al., 2001).
Categories and Indicators. There are three categories within teaching presence. They are: Design and Organization, Facilitating Discourse, and Direct Instruction (Garrison, 2011). Each category will be presented below with the specific indicators associated
within each category. Examples will be provided to demonstrate the indicators.
Categories and Indicators. There are three categories within teaching presence. They are: Design and Organization, Facilitating Discourse, and Direct Instruction (Garrison, 2011). Each category will be presented below with the specific indicators associated
within each category. Examples will be provided to demonstrate the indicators.
- Design and Organization: are the responsibilities for the structure and processes for any learning experience.
- Indicators for Design and Organization are (Garrison, 2011):
- Setting Curriculum: deciding what content should be included to achieve our learning outcomes. Example: "This week we will be covering...."
- Designing Methods: deciding how to structure the class. Example: We will be divided into three teams to solve this problem.."
- Establishing Time Parameters: using deadlines for assignments. Example: "Please post your initial post by Wednesday..."
- Utilizing Medium Effectively: when using mediums make sure they have purpose. Example: Post your assignment in your discussion space so other may comment on your work"
- Establishing Netiquettes: developing guidelines for online interactions. Example: "Do not use any profanity in your posts..."
- Indicators for Design and Organization are (Garrison, 2011):
Facilitating Discourse: in the community of learners there is construction of meaning on a personal level and a confirmation of mutual understand throughout the community.
- Indicators for Facilitating Discourse are (Garrison, 2011):
- Identifying Areas of Agreement/Disagreement: Highlighting when thoughts are similar or when they are not. Example: John disagrees that firing someone via email is ethical. Joe, do you want to explain why this is ethical?
- Seeking to Reach Consensus: Pointing out when the community is on the same page. Example: "I think most agree that firing someone through text is not appropriate"
- Encouraging/Acknowledging Student Contributions: Making sure everyone has the opportunity to contribute if they want, acknowledge those that do. Example: "That was a great idea Ann!"
- Setting Climate for Learning: allowing everyone to be free and not censor their own thoughts. Example: Write down your first thoughts on pay for performance systems .....:
- Assess the Efficacy of the Process: checking in to make sure community is on track. Example: "I think we are on schedule for our next activity:.
Direct Instruction is having a seasoned teacher who knows when to interject when misconceptions are surfacing, how to organize the flow and sequence of information and activities, identify what concepts should be included in the course.
- Indicators for Direct Instruction are (Garrison, 2011):
- Present content/questions: Instructor teaches and discusses material. Example: "Maslow's Hierarchy says...Do you agree?"
- Summarize the discussions: Go over initial question, responses, and conclusion. Example: Our initial question was....Sue said, James remarked....in conclusion it appears...."
- Confirm understanding through assessment and feedback: Pose a question, short quiz and go over. Example: You re clear on procedural justice but no so on distributive justice.
- Inject knowledge from diverse sources: Use sources like textbooks, conference, news, etc. Example: "In a recent survey, the IRS states....."
- Respond to technical concerns: If student are unclear about the technology features. Example: to use the text-chat please click....
Social Presence Overview
Overview. Social presence is the component of the COI Framework that is responsible for the ability of the learners to identify with the group or community of student (Garrison, 2009). Social presence also allow those in the group to communicate in a meaningfully way in a supportive environment. Through the identification of being a group member who is able to communicate in a truthful way, social presence will lead to the development personal relationships with other learners over time
Categories and Indicators. There are three major categories within social presence. They include: Interpersonal Communication, Open Communication, and Cohesive Communication (Garrison, 2011). Each category will be presented below with the specific indicators associated within each category. Examples will be provided to demonstrate the indicators.
- Interpersonal Communication: will enhance the learner's sense of belonging to the community and aid in building a support climate for interactions to take place.
- Indicators for Interpersonal Communication are:
- Affective Expression: Use of conventional and unconventional expressions to demonstrate emotions. Example: "I DISAGREE WITH YOU!!!!"
- Use of humor: Using sarcasm or teasing to promote an eased feeling in the community. Example: "I laughed so much at your story"
- Self-disclosure: Sharing stories from your personal experience Example: "When I worked for this company, I would..."
- Indicators for Interpersonal Communication are:
- Open Communication: this type of communication will lead to open, honest, and respectful interaction within the community. This will promote a deeper level of collaborative inquiry and critical reflection.
- Indicators for Open Communication
- Continuing (replying to ) a thread of learner. Example: "RE Suggestion"
- Quoting from or Referring to the messages of learners . Example: "In Dora's message, she stated...."
- Asking questions of other students or the instructor. Example: "Has anyone ever experience high job satisfaction?"
- Complimenting others and expressing agreement. Example: "I liked your point about treating employees fairly, and agree totally!"
- Indicators for Open Communication
- Cohesive Communication: this occurs when learners identify with the community and as part of this. This type of communication fosters greater meaning, understanding, and fuels the commitment to the community of inquiry.
- Indicators for Cohesive Communication include:
- Addressing the group with inclusive pronouns (we, us , our). Example: 'In our group, we..."
- Vocatives (using members' names). Example: "When Sally said that......"
- Salutations and Phatics (social greetings). Example: "Hello everyone"
- Indicators for Cohesive Communication include:
Cognitive Presence Overview
Overview. Cognitive Presence is the component of COI Framework that is responsible for learners to be able to construct meaning and understanding through critical reflection and exchange in their community. Cognitive presence is operationalized and assessed through the use of the model of practical inquiry (Garrison, 2011; Garrison, 2009). The goal of this model is to gauge critical thinking and reflection through the developmental phases. The phases, descriptors, and indicators will be discussed in the next section.
Descriptors and Indicators. There are four phases of the practical inquiry (PI) model. Each phase, descriptor, and indicator will be provided here.
Descriptors and Indicators. There are four phases of the practical inquiry (PI) model. Each phase, descriptor, and indicator will be provided here.
- Triggering Phase: this is the first phase of the PI Model where a question about the issue or problem is presented to engage the community of learners..
- Descriptor: Inductive
- Indicator: Recognize problems, present big idea
- Example: Can online course be engaging and interactive?
- Exploration Phase: this is the second phase of the PI Model where relevant information is shared by the instructor and gathered by the community of learners.
- Descriptor: Divergent
- Indicator: Brainstorming, information exchange, suggestions
- Example: Online courses can be engaging and interactive by building the community in the participants.
- Integration Phase: this is the third phase of the PI Model where information gathered to form solution to the problem posed.
- Descriptor: Tentative
- Indicator: Synthesis, solutions
- Example: Online courses can be engaging by using small group activities, using polling, projects.
- Resolution Phase: this is the fourth phase of the PI Model where a viable solution to the problem posed through direct application.
- Descriptor: Deductive
- Indicator: Test, apply
- Example: Online courses can be engaging and interactive through the use of various techniques to build and develop the community of learners.
Digitized BB-Collaborate Sessions
Below you will find three web conferences that explore three different topics. Web Conference #1 explores the Community of Inquiry (COI) Framework and its three components. Web Conference #2 explores the quality of online courses and provides an introduction into blended learning for online courses. Web Conference #3 explores.....The topics are Web Conference #2 & #3 are put together to demonstrate the incorporation of the components of the COI framework into your presentations. I hope this web conference will offer you tangible examples for your future presentations.
Web Conference #1
Web Conference #1 explores the Community of Inquiry (COI) Framework and its three components. The components of Social Presence, Cognitive Presence, and Teaching Presence are discussed. Examples of how to incorporate these into your online courses are offered.
Web Conference #2
Web Conference #2 explores the quality of online courses and provides an introduction of blended learning in online courses. The attitudes of faculty and technology administrators towards online courses are presented. In addition, suggestions for increasing the quality of online courses are offered.
Web Conference #3
Web Conference #3 explores the occurrence of students feeling disconnected or isolated in online courses. The results of these occurrences are discussed. Reasons for instructors to increase the sense of community in their online courses are presented. In addition, suggestions for achieving this are offered. .
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Assessment
Please complete the following quiz to gauge your understanding of the COI Framework. Remember acquiring this information is critical to help make your online courses more interactive and engaging. This will also identify areas you may need to spend more time with. Good luck!
References
Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Retrieved January 12, 2016 from http://auspace.athabascau.ca/bitstream/2149/725/1/assessing_teaching_presence.pdf
Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. Encyclopedia of distance and online learning, 352-355.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis: New York.
Garrison, D. R. (2009). Communities of inquiry in online learning: Social, teaching and cognitive presence. Encyclopedia of distance and online learning, 352-355.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Taylor & Francis: New York.