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Communities of Inquiry in Online Learning

Communities of Inquiry in Online Learning

D. R. Garrison
Copyright: © 2009 |Pages: 4
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch052
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MLA

Garrison, D. R. "Communities of Inquiry in Online Learning." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 352-355. https://doi.org/10.4018/978-1-60566-198-8.ch052

APA

Garrison, D. R. (2009). Communities of Inquiry in Online Learning. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 352-355). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch052

Chicago

Garrison, D. R. "Communities of Inquiry in Online Learning." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 352-355. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch052

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Abstract

The focus of this chapter is on a framework that has drawn considerable interest in creating collaborative communities of inquiry in online learning environments (Garrison, Anderson & Archer, 2000). The goal is to provide an overview and update of the Community of Inquiry Framework with a particular focus on social, cognitive and teaching presence that constitute the framework. Creating and sustaining a community of inquiry requires an understanding of the progressive or developmental nature of each of the presences and how they interact. This chapter will explore what constitutes each of the presences and implications for practice.

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