![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-content\/uploads\/sites\/241\/2023\/09\/Multicolor-Illustrated-Design-Process-Timeline-Infographic.jpg\")
<\/figure>\n<\/div>\n\n\n Figure 1: Creating Conditions for a Community of Inquiry Infographic. https:\/\/www.canva.com\/design\/DAFtsyO_yXg\/vPfiGkqaYUhEz4DjcU83HA\/edit?utm_content=DAFtsyO_yXg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton<\/a><\/p>\n\n\n\n <\/p>\n\n\n\n The Community of Inquiry (CoI) framework, developed by Garrison, Anderson, and Archer in the late 90s, was initially designed for online education but has since evolved to accommodate blended learning. Figure two illustrates the framework built on three key elements: teaching presence, social presence, and cognitive presence. This infographic and rationale explore ways for the practical application of this framework in an online learning environment for the machining trade. Below each presence are practical applications in a machining context. <\/p>\n\n\n Figure 2: Community of Inquiry (Garrison et al., 1999).<\/p>\n\n\n\n <\/p>\n\n\n\n Social Presence<\/strong><\/p>\n\n\n\n Social presence involves creating a supportive and engaging digital community that enhances the learning experience and promotes learning (Garrison et al., 1999). Students must perceive each other as real people, not just digital entities.<\/p>\n\n\n\n Teaching Presence<\/strong><\/p>\n\n\n\n Garrison et al. (1999) describe the teaching presence as the \u201cbinding element in creating a community of inquiry\u201d (p. 96). Teaching presence ensures that learning objectives are met, and students navigate the learning process effectively.<\/p>\n\n\n\n Cognitive Presence <\/strong><\/p>\n\n\n\n Cognitive presence involves the process of critical thinking and the construction of knowledge (Huang et al., 2020). It is about how learners engage with content, interact with peers, and build knowledge.<\/p>\n\n\n\n <\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Anderson, T. (2018). How Communities of Inquiry Drive Teaching and Learning in the Digital Age. <\/em>Contact North. https:\/\/teachonline.ca\/tools-trends\/how-communities-inquiry-drive-teaching-and-learning-digital-age<\/a><\/p>\n\n\n\n Bull, B. (2013). Eight roles of an effective online teacher<\/em>. Faculty Focus. https:\/\/www.facultyfocus.com\/articles\/online-education\/eight-roles-of-an-effective-online-teacher\/<\/a><\/p>\n\n\n\n Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning<\/em>, 21<\/em>(1), 134\u2013152. https:\/\/doi.org\/10.19173\/irrodl.v20i5.3985<\/a><\/p>\n\n\n\n Garrison, R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education<\/em>, 2<\/em>(2), 87\u2013105. https:\/\/doi.org\/10.1016\/S1096-7516(00)00016-6<\/a> <\/p>\n\n\n\n Huang, W., Hurt, A., Richardson, J. C., Swan, K., & Caskurlu, S. (2020). Community of Inquiry Framework<\/em>. Purdue Repository for Online Teaching and Learning. https:\/\/www.purdue.edu\/innovativelearning\/supporting-instruction\/portal\/files\/4_Community_of_Inquiry_Framework.pdf<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Figure 1: Creating Conditions for a Community of Inquiry Infographic. https:\/\/www.canva.com\/design\/DAFtsyO_yXg\/vPfiGkqaYUhEz4DjcU83HA\/edit?utm_content=DAFtsyO_yXg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton The Community of Inquiry (CoI) framework, developed by Garrison, Anderson, and Archer in the late 90s, was initially designed for online education but has since evolved to accommodate blended… Continue Reading →<\/a><\/p>\n","protected":false},"author":269,"featured_media":0,"comment_status":"open","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[23],"class_list":["post-325","post","type-post","status-publish","format-standard","hentry","category-lrnt528","tag-lrnt-528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/posts\/325","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/users\/269"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/comments?post=325"}],"version-history":[{"count":6,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/posts\/325\/revisions"}],"predecessor-version":[{"id":334,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/posts\/325\/revisions\/334"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/media?parent=325"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/categories?post=325"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-json\/wp\/v2\/tags?post=325"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/rru0259\/wp-content\/uploads\/sites\/241\/2023\/09\/image.png\")
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