Traditional models of education rely largely on group structures, but technological advancements have expanded and redefined structures, challenging the limits of tradition. There is familiarity and comfort in the membership, recognition of group and individual identities, and even the predictability of lifespan within groups (Dron & Anderson, 2014). The Community of Inquiry (CoI) learning model is well-recognized and relies upon Social Presence, Cognitive Presence, and Teacher Presence within group contexts (Garrison, Anderson & Archer, 2000). I have participated in numerous groups both as a learner and teacher that evidence components of this model. I am intrigued by research and theory around the Fully Online Learning Community (FOLC) (Childs, vanOostveen, Flynn & 19 Clarkson, 2015) that democratizes the CoI by extracting Teacher Presence, and would like to learn more about its application in various contexts. I wonder if the FOLC requires a certain level of developmental maturity of participants and functions best in the post-secondary context. Reflecting on my digital presence, I acknowledge that I feel most comfortable practicing as a constructivist resident (White & LeCornu, 2011) who contributes and constructs online within the safe walls of my groups, but I am beginning to see the potential and intrigue of other more connectivist structures that have developed alongside, including networks, sets, and collectives (Dron & Anderson, 2014).

Childs, E., vanOostveen, R., Flynn, K. & Clarkson, J. (2015, March). Community building in 22 online PBL courses: Instigating criticality. A paper presented at the Higher Education in 23 Transformation Symposium, Dublin, Ireland.
Dron, Jon, A., Terry. (2014). Teaching Crowds, Learning and Social Media. Athabasca University Press.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: 15 Computer conferencing in higher education. The Internet and Higher Education, 2(2), 16 87-105. doi:10.1016/s1096-7516(00)00016-6
White, David S., L. C., Alison. (2011). Visitors and Residents: A new typology for online engagement. First Monday, Volume 16, Number 9.