The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Moving online: Using the community of inquiry framework to redesign English composition for international students
Randrianasolo, Sara

PublishedMay 2013
Type of workDissertation
InstitutionPurdue University
CountryUnited States, North America

This project focuses on the design of an online version of Purdue University's English 10600-I, First Year Composition for International Students course. In order to determine the curriculum design approach that would be most likely to lead to student success, a thorough investigation into all relevant aspects of distance education was conducted. This involved approaching the subject matter from both theoretical and pragmatic perspectives. Literature pertaining to the history of distance education, the role of interaction in online learning, and the various categories of online interaction were reviewed. It was found that interaction is an important and necessary element in online learning. Yet, as Garrison and Cleveland-Innes noted in the title of their 2005 article, "interaction is not enough." Instead, Garrison, Anderson, and Archer proposed the Community of Inquiry (CoI) framework as a theoretical basis for distance education environments. At its core is the intersection of three types of online presence: social presence, teaching presence, and cognitive presence. Each of these three elements is discussed in detail, including how they function both independently and interdependently to create a CoI. Since CoI has been linked to both student satisfaction and success, it was chosen as the theoretical basis for the online version of English 10600-I. It is hoped that the master course developed herein will be piloted by Purdue's Department of English. If utilized, future English 10600-I instructors could use the curriculum as a framework for their courses, expounding upon it as desired.

Keywords English as a second language · educational technology · curriculum development

CoI focusFull model
Study designDesign-based research
ExportBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 0 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.


An Empirical Verification of the Community of Inquiry Framework
Arbaugh, J. B.
The purpose of this paper is to report on the results of a study that examines whether the Community of Inquiry (CoI) dimensions of social, teaching, and cognitive presence distinctively exist in e-learning ...
Match: full model; educational technology; united states

Online Classroom or Community-in-the-Making? Instructor Conceptualizations and Teaching Presence in International Online Contexts
Morgan, Tannis
The community of inquiry framework (Garrison, Anderson, & Archer, 2000 ) has been an important contribution to the online distance education field and has been useful in providing researchers with the construct of ...
Match: international

Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course
Song, Jayoung
The global outbreak of COVID-19 substantially changed foreign language classrooms, from the design to the implementation of the lessons. Most of the L2 classes, originally designed for face-to-face (F2F) learning, ...
Match: full model; united states

Researching the community of inquiry framework: Review, issues, and future directions
Garrison, D. Randy; Arbaugh, J. B.
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 ...
Match: full model; united states

E-Learning in the 21st Century
Garrison, D. Randy
The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and ...
Match: full model; united states

New exploratory and confirmatory factor analysis insights into the community of inquiry survey
Kozan, Kadir; Richardson, Jennifer C.
This study has the aim of investigating the factor structure of an adapted version of the Community of Inquiry survey developed by Arbaugh et al. (2008). For this purpose, both exploratory and confirmatory analyses were ...
Match: full model; united states

Learning presence within the community of inquiry framework: An alternative measurement survey for a four-factor model
Wertz, Ruth E.H.; Purzer, ┼×enay
Within the distance education community, the Community of Inquiry (COI) framework is widely accepted as a framework to understand and design text-based learning environments. The framework includes three components: ...
Match: full model; united states

Applying Online Instructor Presence Amidst Changing Times
Rosser-Majors, Michelle L.; Rebecor, Sandra; McMahon, Christine; Anderson, Stephanie L.
Online learning can be challenging for both the students and instructors. Students can feel isolated or intimidated by the asynchronous environment, and instructors may find it difficult to connect with students as well ...
Match: full model; united states

Examining online teaching, cognitive, and social presence for adult students
Ke, Fengfeng
Drawing on the Community of Inquiry model (Garrison, Anderson, & Archer, 2000), this mixed-method case study examined the nature and interactions of teaching, cognitive, and social presence created by online instructors ...
Match: full model; united states

The incremental predictive validity of teaching, cognitive and social presence on cognitive load
Kozan, Kadir
The purpose of this study was to investigate the predictive validity of teaching, cognitive and social presence from a cognitive load perspective when perceived learning satisfaction was under control. To serve this ...
Match: full model; united states
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.