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Researching the community of inquiry framework: Review, issues, and future directions
Garrison, D. Randy and Arbaugh, J. B.

Published2007
JournalThe Internet and Higher Education
Volume 10, Issue 3, Pages 157-172
CountryCanada, United States, North America

ABSTRACT
Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer's [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers. This literature review examines recent research pertaining to the overall framework as well as to specific studies on social, teaching, and cognitive presence. We then use the findings from this literature to identify potential future directions for research. Some of these research directions include the need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, and the opportunities for identifying factors that moderate and/or extend the relationship between the framework's components and online course outcomes.

Keywords community of inquiry · online learning research · cognitive presence · social presence · teaching presence

CoI focusFull model
MethodologyLiterature review
ContributionConceptual
Study aim"To examine recent research pertaining to the overall framework as well as to specific studies on social, teaching, and cognitive presence."
Finding"The need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, and the opportunities for identifying factors that moderate and/or extend the relationship between the framework's components and online course outcomes."
LanguageEnglish
RefereedYes
Rights2007 Elsevier Inc.
DOI10.1016/j.iheduc.2007.04.001
ExportBibTex · EndNote · Tagged XML · Google Scholar


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The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.