From Presences to Linked Influences Within Communities of Inquiry

Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has...

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Autores principales:	Susi Peacock, John Cowan
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Community of inquiry presences influences cognitive maps tutoring deep learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/223b79326b144be0bcbe1167629b6e2e
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spelling	oai:doaj.org-article:223b79326b144be0bcbe1167629b6e2e2021-12-02T19:25:15ZFrom Presences to Linked Influences Within Communities of Inquiry10.19173/irrodl.v17i5.26021492-3831https://doaj.org/article/223b79326b144be0bcbe1167629b6e2e2016-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2602https://doaj.org/toc/1492-3831Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, & Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as “Influences.” These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as “trusting,” “meaning-making,” and “deepening understanding.” Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage “cognitive maps” as supporting learners to assess progress to date and identify pathways forward (Garrison & Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning. We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework. Susi PeacockJohn CowanAthabasca University PressarticleCommunity of inquirypresencesinfluencescognitive mapstutoringdeep learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 5 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Community of inquiry presences influences cognitive maps tutoring deep learning Special aspects of education LC8-6691
spellingShingle	Community of inquiry presences influences cognitive maps tutoring deep learning Special aspects of education LC8-6691 Susi Peacock John Cowan From Presences to Linked Influences Within Communities of Inquiry
description	Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, & Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as “Influences.” These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as “trusting,” “meaning-making,” and “deepening understanding.” Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage “cognitive maps” as supporting learners to assess progress to date and identify pathways forward (Garrison & Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning. We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework.
format	article
author	Susi Peacock John Cowan
author_facet	Susi Peacock John Cowan
author_sort	Susi Peacock
title	From Presences to Linked Influences Within Communities of Inquiry
title_short	From Presences to Linked Influences Within Communities of Inquiry
title_full	From Presences to Linked Influences Within Communities of Inquiry
title_fullStr	From Presences to Linked Influences Within Communities of Inquiry
title_full_unstemmed	From Presences to Linked Influences Within Communities of Inquiry
title_sort	from presences to linked influences within communities of inquiry
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/223b79326b144be0bcbe1167629b6e2e
work_keys_str_mv	AT susipeacock frompresencestolinkedinfluenceswithincommunitiesofinquiry AT johncowan frompresencestolinkedinfluenceswithincommunitiesofinquiry
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From Presences to Linked Influences Within Communities of Inquiry

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