Educational Communities of Inquiry

Educational Communities of Inquiry

Theoretical Framework, Research, and Practice

Book - 2013
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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.

Baker & Taylor
"This book is an extensive reference that offers theoretical foundations and developments associated with the Col theoretical framework"--Provided by publisher.

Book News
Akyol, a researcher and practitioner interested in teaching and learning online and blended learning environments, and Garrison (education, U. of Calgary, Canada) present 25 chapters by education and other researchers from Canada, the US, Europe, Japan, and South America. They examine the community of inquiry framework, which focuses on higher-level learning processes to develop learning environments through three elements: social presence (the sense of belonging through the development of climate and interpersonal relationships in the community); cognitive presence (the progression through the phases of practical inquiry to construct and confirm meaning through discourse); and teaching presence (the design, facilitation, and direction through a course of study). The chapters present research and practice associated with this framework, for researchers and practitioners, students, and educators, and discuss its theoretical foundations, philosophical roots, the place of metacognitive awareness, and its historical development in distance education, followed by design and implementation issues, including the role of teaching presence, blending synchronous and asynchronous online learning, the relationship between teaching presence and cognitive presence, promoting discussion skills, nurturing cognitive presence and fostering critical thinking, question prompts, group projects, blended foreign language courses, student retention, and assessment. The last two sections address administrative issues and organizational support and emerging research and practice issues. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)

Publisher: Hershey, PA : Information Science Reference, 2013
ISBN: 9781466621107
Characteristics: xxiii, 586 p. : ill., charts ; 29 cm

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