POLICIES AND SAFETY
Data Policy

As researchers in online learning and collaboration, we are very interested in your use of and participation in this site. Some of this data may be aggregated and/or used for research purposes, including (but not limited to) readership and download statistics, user comments and collaboration patterns, and member demographics. This data, with appropriate levels of aggregation and anonymization to preserve your privacy, may later appear in research publications or shared as open data to support the broader research community. Your data will never be sold.

For the most part, you are welcome to browse this site anonymously. To preserve accurate statistics on readership and prevent double-counting, we will place a cookie on your browser, and in the case of downloads, record your IP address. Your IP address will never be shared, and we will never track you outside this site.

To participate fully in the site, including posting comments or other material, you will be asked to register as a member, providing your name, email address, professional affiliation, and a small amount of additional identifying information, as well as optional information that you may add to your membership profile. Other than your email address and password, this information is public and visible to all site visitors. It, and any contributions or comments you make to the site may also be mined by search engines. By registering and by posting, you consent to the public display of your membership information and contributions to the site.

Although this site is developed through the support of Athabasca University, Athabasca University is not responsible for the use or potential misuse of any data included or provided to this site. For more information, contact the site administrator.

Membership Cancellations

To request cancellation of your membership, send us an email from the address you used to create your account. Your membership data, including any comments you may have posted to the site, will be removed from our databases.

Data Records for European Members

For a complete record of your user data, send us an email from the address you used to create your account. (These records are prepared manually. Due to our limited resources, this option is currently available to our EU members only, as required by the GDPR.)

ZIP Files

All contributed files are scanned for potentially dangerous filetypes on upload, then reviewed by the site administrator or facilitators before being released to the public. Any zipped packages associated with member-contributed items are generated by the site itself and are presented for your convenience. However, if you prefer to download the individual files directly, select "View Package Contents" and click on the files you want to view.

RECENT ACTIVITY

Tamer
Joined April 18, 2021
Awareness to Action Institute, Egypt


Michellea Millis
Joined April 17, 2021
Founder/Edupreneur/BIPOC STEMM Activist, BrownSTEM, United States
Michellea has over 21 years in Education and 10 years in Non-Profit Administration. A transplant to the San Antonio, Texas area since


Hebe Gargiulo
Joined April 14, 2021
Facultad de Lenguas -Universidad Nacional de Córdoba, Argentina


Anne
Joined April 13, 2021
université de Genève - TECFA, Switzerland


Steve A. Solano
Joined April 10, 2021
Sungkonghoe University, South Korea


Teaching Presence Meta-Analysis
D. Randy Garrison
January 16, 2021
I want to draw your attention to a theoretically and pragmatically significant meta-analysis of the Community of Inquiry (CoI) teaching presence construct. I describe


CoI Emergence and Influence
D. Randy Garrison
November 9, 2020
I was recently interviewed for a podcast focused on Reflective Teaching in a Digital Age (


Willingness to communicate in online learning environments (WTC-OLE) in higher education and the relationship with the community of inquiry (CoI) presences.
Anastasios Katsaris, Alice Doherty
October 7, 2020
Dissertation for:   MSc Psychology


LACOI: Representation of a Community of Inquiry in Cooperative Online-based Courses through Learning Analytics
Lisa-Maria Norz, Elske Ammenwerth, Werner Hackl, Verena Dornauer, Eva Kaczko
September 23, 2020
The Private University for Health Sciences, Medical Informatics and Technology UMIT TIROL (


Intellectual Roots of DE and the CoI Framework
D. Randy Garrison
September 1, 2020
Bozkurt (2019) has provided a needed insight into the intellectual and theoretical development of the field of distance education through an analysis of 1685 articles from 1916 to


CoI Theoretical Updates
D. Randy Garrison
May 25, 2020
The focus of this contribution is to highlight a range of research focused directly on or guided by the Community of Inquiry (CoI)


CoI Design Principles Revisited
D. Randy Garrison
February 13, 2020
My focus in this post is an article by Holly Fiock exploring instructional design principles and strategies associated with the Community of Inquiry framework. This is an


Use of the Community of Inquiry (CoI) model in the analysis and evaluation of courses at UNED (Spain)
Inés Gil-Jaurena
March 26, 2018
The project (March-December 2018) analyzed the educational practices in 25 courses delivered at UNED (Universidad Nacional de Educación a Distancia), Spain, using the"Community


Follow-up to CoI faculty development work at OHSU and beyond
Martha Cleveland-Innes
January 8, 2018
See an informative review, and announcement for another workshop here: https://www


iMOOCs and Learning to Learn Online
Martha Cleveland-Innes, Nathaniel Ostashewski, Dan Wilton
August 25, 2017
Athabasca University is known for its leadership and innovation in
The Community of Inquiry is a project of the Centre for Distance Education at Athabasca University, researchers of the Community of Inquiry framework, and members of the CoI community.