Social Presence within the Community of Inquiry Framework

dc.creator	David Annand
dc.date	2011-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:44Z
dc.date.available	2015-07-20T22:08:44Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/ee2e52f887a1411d8f0a93bd1e85d746
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12239
dc.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.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/924/1855
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 12, Iss 5 (2011)
dc.subject	Online learning
dc.subject	online pedagogy
dc.subject	communities of inquiry
dc.subject	distance education
dc.subject	constructivism
dc.subject	cohort-based learning
dc.subject	individualized learning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Social Presence within the Community of Inquiry Framework
dc.type	article