Community of Inquiry
The Community of Inquiry (COI) framework presents the relationship between three types of presence: social, teaching, and cognitive.
Focus on establishing relationships within the environment. The purpose is for the learner to establish their presence online as a meaningful member of the community. This leads to developing a respectful and supportive learning community. It is imperative for the teacher to set norms, these will help learners understand expectations and the culture of their online environment.
Emphasis on the educator's role in facilitating learning and instruction through direct instruction, development of curriculum. This shifts the traditional sense of a teacher from a primary source of instruction, to one that facilitates exploration of knowledge and practice as a coach. A teacher can leverage their online learning environment to make themselves present through a variety of ways.
A video lecture, a screencast, a voice recording, or even a slide presentation can all be forms of teacher presence. While being pre-recorded, they are still forms through which the teacher can make their instructional presence available to each student.
The result of students engaging effectively in through their social presence and a well constructed environment by the teacher presence. In this domain students have elevated their cognitive practice by leveraging their meaningful relationships to communicate and collaborate on addressing a universal purpose of learning. Through this, students are able to demonstrate competency by meeting the expected learning outcomes together.
Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72.
Piktochart created by Michelle Pacansky-Brock https://magic.piktochart.com/output/5383776-how-to-humanize-your-online-cl