Social presence within the community of inquiry framework

The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the frame...

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Autor principal:	David Annand
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	online learning communities of inquiry distance education constructivism objectivism cohort-based learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9cf11d91ce7f4c698d6cbbb522049d32
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spelling	oai:doaj.org-article:9cf11d91ce7f4c698d6cbbb522049d322021-12-02T19:20:31ZSocial presence within the community of inquiry framework10.19173/irrodl.v12i5.9241492-3831https://doaj.org/article/9cf11d91ce7f4c698d6cbbb522049d322011-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/924https://doaj.org/toc/1492-3831 The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students. David AnnandAthabasca University Pressarticleonline learningcommunities of inquirydistance educationconstructivismobjectivismcohort-based learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 5 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning communities of inquiry distance education constructivism objectivism cohort-based learning Special aspects of education LC8-6691
spellingShingle	online learning communities of inquiry distance education constructivism objectivism cohort-based learning Special aspects of education LC8-6691 David Annand Social presence within the community of inquiry framework
description	The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.
format	article
author	David Annand
author_facet	David Annand
author_sort	David Annand
title	Social presence within the community of inquiry framework
title_short	Social presence within the community of inquiry framework
title_full	Social presence within the community of inquiry framework
title_fullStr	Social presence within the community of inquiry framework
title_full_unstemmed	Social presence within the community of inquiry framework
title_sort	social presence within the community of inquiry framework
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/9cf11d91ce7f4c698d6cbbb522049d32
work_keys_str_mv	AT davidannand socialpresencewithinthecommunityofinquiryframework
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Social presence within the community of inquiry framework

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