A framework with theoretical underpinnings to give the structure of mixed environments was created in the 2000s by Garrison et al. (2007) and is known as Community of Inquiry (CoI). A number of HEIs have benefited from this framework, which has gained popularity as a tool for conceptualizing the online learning process and as a “desirable destination for excellent research on online learning environments” (Garrison & Arbaugh, 2007, p. 158). The authors state that the prospect of forming learning communities is a factor that has drawn attention in higher education: “Higher education has long seen community as necessary to foster collaborative learning and discourse associated with higher levels of learning.” (p.159). However, the difficulty is in comprehending how to do this in contextual and blended learning environments.
The Community of Inquiry theoretical framework represents a process of creating a productive and meaningful learning experience based on the collaborative-constructivist that encompasses the development and interdependencies of three basic elements (or presences): the social presence, the cognitive presence, and the teaching presence. The concept of presence used by the authors of the CoI can be understood as a state of receptivity, awareness of the social, cognitive, emotional, and physical functioning of the individual and the group in the context of their learning environments and “the ability to respond with a considered and compassionate best next step” (Rodgers & Raider-Roth, 2006, p. 266). With deep roots in the constructivist ideas of Dewey (1938) who announced the individual experience as a fundamental element in the construction of knowledge, and in Piaget (1977) socio-constructivism, CoI requires more active learning, which, unlike content-based learning, where learning is guided by the content to be learned, CoI is based on the cognitive engagement of the learner that favors greater control over the development of their own learning and knowledge. According to Makri et al. (2014, p. 186):
Participation in a COI involves the (re) construction of experience and knowledge through the critical analysis of subject matter, questioning and challenging of assumptions. This definition is based on the premise that an educational learning experience is both collaborative and reflective.
Within this framework, Cognitive Presence concerns “the degree to which learners construct meaning through continuous reflection and dialogue in the inquiry learning community” (Zhang et al., 2020, p. 225). Cognitive presence is based on four stages: triggering events (situation or topic that generates discomfort, doubts or interest), exploration (movements to explore, to clarify a certain event, situation, concept or phenomenon), integration (reflecting upon how new information and knowledge discovered can be integrated into a coherent idea or concept (Garrison et al., 2000 apud Vaughan, 2010, p. 62 ) and problem solving (corresponds to using everything that was built in the other phases to solve the initial problem). In this way, creative thinking provides deep learning and together with the outcomes, the cognitive processes should be the focus of an educational CoI where the social and the teaching presences are just the facilitators of the learning process (Vaughan, 2010).
Social presence concerns “the ability to create a learning environment and atmosphere that enables learners to communicate in a friendly and supportive environment, and demonstrate true social and emotional expression capabilities” (Zhang et al., 2020, p. 226).
Teaching presence concerns “to designing, promotion and guidance of learners’ cognitive process and social communication to achieve meaningful and valuable learning goals.” (Zhang et al., 2020, p. 226). Teaching presence is essential for promoting deep learning and student engagement within the community. It should be noted that teaching presence does not concern only the teacher but all subjects involved in the learning community, that is, students are also included in this presence as they also play a role of peer-teaching among students and the teacher has a leadership and guidance role.
The use of CoI with teachers and faculty members can create a flexible and accessible environment for faculty to engage in critical and sustained reflection on their own practice, according to research by Vaughan and Garrison (2006) that focused on understanding the social and teaching presence needed to create a blended community of inquiry among faculty members. CoI can, therefore, be a crucial support in as HEIs need to rethink the way they approach teaching and learning. According to the authors, “the confluence of social, instructional, and cognitive presence is the key to developing a unified, valuable community of inquiry.” When these three presences “Manifest themselves and grow in distinct ways in a face-to-face or online setting,” this integration can foster meaningful experiences (Vaughan & Garrison, 2006, p. 150).
Based on these three presences described above: social, teaching and cognitive, the CoI framework has the potential to create in Blended Learning opportunities for active cognitive processes, self-reflection and interaction with peers, especially from the teacher’s guidance in order to create engagement creating true learning communities in Higher Education.
References
Dewey, J. (1938). Experiencia e Educaçao. Trad. Anisio Teixeira. 3 Ed. https://edisciplinas.usp.br/pluginfile.php/1062221/mod_resource/content/1/experiencia-e-educacao-dewey.pdf
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the Community of Inquiry Framework: Review, Issues, and Future Directions. Internet and Higher Education, 10(3), 157–172.
Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers & Teaching, 12(3), 265–287.
Vaughan, N. D. Garrison, D. R. ( 2006) How Blended Learning Can Support a Faculty Development Community of Inquiry. https://qubeshub.org/app/site/collections/4787/Vaughan_and_Garrison_2006.pdf
Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. The Internet and Higher Education, 13(1), 60–65. https://doi.org/10.1016/j.iheduc.2009.10.007
Zhang, W., Chen, W., Wang, R., Zhao, H., Yuan, E., & Wang, Z. (2020). The Presence Design of Online Teaching based on CoI Model. 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI), Computer Science and Educational Informatization (CSEI), 2020 IEEE 2nd International Conference On, 225–229. https://doi.org/10.1109/CSEI50228.2020.9142498