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Communities of Inquiry in Online Learning
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Author(s): D. R. Garrison (University of Calgary, Canada)
Copyright: 2009
Pages: 4
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch052
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Abstract
The focus of this chapter is on a framework that has drawn considerable interest in creating collaborative communities of inquiry in online learning environments (Garrison, Anderson & Archer, 2000). The goal is to provide an overview and update of the Community of Inquiry Framework with a particular focus on social, cognitive and teaching presence that constitute the framework. Creating and sustaining a community of inquiry requires an understanding of the progressive or developmental nature of each of the presences and how they interact. This chapter will explore what constitutes each of the presences and implications for practice.
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