{"id":413,"date":"2021-09-12T17:39:00","date_gmt":"2021-09-13T00:39:00","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/?p=413"},"modified":"2021-09-12T17:39:00","modified_gmt":"2021-09-13T00:39:00","slug":"creating-a-community-of-inquiry","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/creating-a-community-of-inquiry\/","title":{"rendered":"Creating a Community of Inquiry"},"content":{"rendered":"

How to Create A Community Of Inquiry In A Digital Learning Environment <\/a><\/p>\n

As an educator in a post-secondary institute, I can personally speak to the challenges that emerged with online digital learning environments during the pandemic. I was especially challenged with facilitation, and student engagement, my knowledge of facilitating in a digital learning environment was limited. I lacked the foundational knowledge required to build a community of inquiry within a digital learning environment.\u00a0<\/em><\/strong><\/p>\n

A community of inquiry focuses on the foundations of online educational experiences for learners (Garrison & Cleveland-Innes, 2005). Using the three key foundational strategies to facilitate a community of learners actively engaged in an online digital learning environment. Giving opportunity to explore, create and gain a deeper understanding of course content. Social,<\/em><\/strong>\u00a0cognitive<\/em><\/strong>\u00a0and\u00a0teaching presences<\/em><\/strong>\u00a0are an essential part of online facilitation (Garrison & Cleveland-Innes, 2005) If all three presences are successfully integrated and facilitated, “higher-order learning emerges in a community of inquiry(Garrison & Cleveland-Innes, 2005)<\/p>\n

The\u00a0infographic<\/em>\u00a0<\/strong>above illustrates key strategies to support the\u00a0community of inquiry within a post-secondary institution. <\/strong><\/p>\n

Reflecting over the last two years, I have highlighted strategies that will significantly benefit creating a community of inquiry within my program.\u00a0\u00a0Social presence\u200b\u00a0<\/strong>is the key to a thriving online learning environment. It provides an opportunity for the learner to build relationships within a safe learning community, encouraging a sense of belonging. It also allows the learner to feel\u00a0real,<\/em><\/strong> allowing for the opportunity to participate in rich discussions, personal expression and creating a critical connection to learning within a community(Anderson et al., 2001)<\/p>\n

    \n
  1. Create a sense of\u00a0realism\u00a0<\/em><\/strong>by allowing the learner to see your authentic self through an introductory video.<\/li>\n
  2. Create a sense of\u00a0belonging”<\/em><\/strong>\u00a0allowing the learners to express their authentic selves through a video.<\/li>\n
  3. Create a sense of\u00a0community<\/em><\/strong> by introducing an active discussion forum to promote learner engagement.<\/li>\n
  4. Create a sense of\u00a0personal expression,\u00a0<\/em><\/strong>allowing the learners to express their thoughts and feelings using emojis, Gifs, photos<\/li>\n<\/ol>\n

    Cognitive presence\u00a0<\/em><\/strong>is an essential foundational component within a digital learning environment. It encourages cognitive development through curiosity, critical inquiry, reflection and collaboration,\u00a0<\/em><\/strong>Thus, provoking critical thinking skills and processes required for learning (Anderson et al., 2001).<\/p>\n

      \n
    1. Encourage\u00a0Curiosity <\/em><\/strong>by incorporating rich discussions and debate.<\/li>\n
    2. Encourage critical inquiry with<\/em><\/strong> open-ended questions.<\/li>\n
    3. Encourage reflection with<\/em><\/strong> self-assessments.<\/li>\n
    4. Encourage collaboration through<\/em><\/strong> assessments, group work and discussions<\/li>\n<\/ol>\n

      The success of\u00a0teaching presence\u00a0<\/em><\/strong>is\u00a0<\/em><\/strong>dependent on course\u00a0design<\/em><\/strong>,\u00a0facilitation<\/em><\/strong>, and direct\u00a0instruction.\u00a0<\/em><\/strong>Cognitive and social processes in learning communities assist in creating a positive learning environment (Anderson et al., 2001).<\/p>\n

        \n
      1. Ensure your course\u00a0design\u00a0<\/em><\/strong>is clear, concise and easy to follow.<\/li>\n
      2. Ensure your facilitation methods are identified and discussed.<\/li>\n
      3. Ensure that your instruction provides leadership; that is, educational, structured, and allows learners to be accountable for their learning.<\/li>\n<\/ol>\n

        Online learners face the challenge of motivation and consistent engagement. Both of these aspects are likely to fail without the engaged management of learning from the facilitator (Gray & Diloreto, 2016).<\/p>\n

         <\/p>\n

         <\/p>\n

        References:<\/p>\n

        \u00a0<\/em><\/p>\n

        Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network<\/em>, 5<\/em>(2). https:\/\/doi.org\/10.24059\/olj.v5i2.1875<\/p>\n

        Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. International Journal of Phytoremediation<\/em>, 21<\/em>(1), 133\u2013148. https:\/\/doi.org\/10.1207\/s15389286ajde1903_2<\/p>\n

        Gray, J. A., & Diloreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. NCPEA International Journal of Educational Leadership Preparation<\/em>, 11<\/em>(1).<\/p>\n

         <\/p>\n

        \u00a0<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

        How to Create A Community Of Inquiry In A Digital Learning Environment As an educator in a post-secondary institute, I can personally speak to the challenges that emerged with online digital learning environments during the pandemic. I was especially challenged with facilitation, and student engagement, my knowledge of facilitating in a digital learning environment was […]<\/p>\n","protected":false},"author":169,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"image","meta":{"footnotes":""},"categories":[11,1],"tags":[],"class_list":["post-413","post","type-post","status-publish","format-image","hentry","category-lrnt528","category-uncategorized","post_format-post-format-image"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/posts\/413","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/users\/169"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/comments?post=413"}],"version-history":[{"count":4,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/posts\/413\/revisions"}],"predecessor-version":[{"id":418,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/posts\/413\/revisions\/418"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/media?parent=413"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/categories?post=413"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0152\/wp-json\/wp\/v2\/tags?post=413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}