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A Response to the Review of the Community of Inquiry Framework
Akyol, Zehra · Arbaugh, J. Ben · Cleveland-Innes, Marti · Garrison, D. Randy · Ice, Phil · Richardson, Jennifer C. · Swan, Karen

Published2009
JournalInternational Journal of E-Learning & Distance Education
Volume 23, Issue 2, Pages 123-136
CountryTurkey, United States, Canada, North America

ABSTRACT
The Community of Inquiry (CoI) framework has become a prominent model of teaching and learning in online and blended learning environments. Considerable research has been conducted which employs the framework with promising results, resulting in wide use to inform the practice of online and blended teaching and learning. For the CoI model to continue to grow and evolve, constructive critiques and debates are extremely beneficial, in so much as they identify potential problems and weaknesses in the model or its application as well as provide direction for further research. In this context, the CoI framework was recently reviewed and critiqued by Rourke and Kanuka in their JDE article entitled “Learning in Communities of Inquiry: A Review of the Literature.”

This paper is a response to this article and focuses on two main issues. The first issue is the focus of the review and critique on learning outcomes. The second issue concerns the representation, comprehensiveness, and methodology of the review.

Keywords community of inquiry · online learning · cognitive presence

CoI focusFull model
ContributionConceptual
Study aim"This paper is a response to this article and focuses on two main issues. The first issue is the focus of the review and critique on learning outcomes. The second issue concerns the representation, comprehensiveness, and methodology of the review."
Finding"Not only has the CoI model sparked large amounts of research, it remediates a lack of theory development in online distance education."
LanguageEnglish
ISSN2292-8588
RefereedYes
RightsCC BY
URLhttp://www.ijede.ca/index.php/jde/article/view/630
ExportBibTex · EndNote · Tagged XML · Google Scholar



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