Unifying Informal and Formal Learning Environments: Educational Use of Social Network Sites through Implementing Community of Inquiry Framework

2014 ◽  
Vol 4 (3) ◽  
Author(s):  
Mahdieh Aghili
Keyword(s):  
Social Network ◽  
Learning Environments ◽  
Community Of Inquiry ◽  
Social Network Sites ◽  
Formal Learning ◽  
Community Of Inquiry Framework

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
Vol 17 (4) ◽  
pp. 132-167
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This paper discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this work proposes a theoretical juxtaposition of the Community of Inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

Social Network Sites as Community Building Tools in Educational Networking

2021 ◽  
pp. 76-143
Author(s):  
Salvatore Nizzolino ◽  
Agustí Canals
Keyword(s):  
Social Network ◽  
Formal Education ◽  
Community Of Inquiry ◽  
Community Building ◽  
Social Network Sites ◽  
Research Approach ◽  
Educational Context ◽  
Compliance Requirements ◽  
Educational Trend ◽  
Community Of Inquiry Framework

This chapter discusses the educational context of social network sites (SNSs) and the manner in which they are adopted as Europeanization tools to develop the main EU education priorities. The Erasmus + (E+) context, articulated on networks of education bodies, denotes a promising ground to investigate social and digital trends emerging within institutionalized education communities. The research approach counts on a sample of 518 organizations aligned to a set of standards regulated within the institutionalized networking frame of the E+ program. Due to the compliance requirements of E+ guidelines, this chapter proposes a theoretical juxtaposition of the community of inquiry framework and the E+ framework. Final results show an EU educational trend verging to informal affordances and non-formal education features.

The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model

2021 ◽  
pp. 1-17
Author(s):  
Karen Swan
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Course Design ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
University Of Alberta ◽  
Community Of Inquiry Framework ◽  
The University

The community of inquiry (CoI) framework was developed by researchers at the University of Alberta who were interested in exploring the learning that took place among participants in online discussions. Garrison, Anderson, and Archer grounded their thinking in Dewey's progressive epistemology which placed inquiry within a community of learners at the center of the educational experience. The CoI model they created conceptualizes learning in online environments as supported by three interacting presences – social presence, cognitive presence, and teaching presence. This chapter will describe the CoI framework, briefly review research supporting its efficacy in online course design and implementation, and explore how the framework can be applied to blended and online learning environments in general and the i2Flex model in particular.

A re-examination of the community of inquiry framework: Social network and content analysis

2010 ◽  
Vol 13 (1-2) ◽  
pp. 10-21 ◽  
Author(s):  
Peter Shea ◽  
Suzanne Hayes ◽  
Jason Vickers ◽  
Mary Gozza-Cohen ◽  
Sedef Uzuner ◽  
...  
Keyword(s):  
Content Analysis ◽  
Social Network ◽  
Community Of Inquiry ◽  
Community Of Inquiry Framework

Communities of Inquiry in Online Learning

2011 ◽  
pp. 352-355 ◽  
Author(s):  
D. R. Garrison
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Teaching Presence ◽  
Online Learning Environments ◽  
Community Of Inquiry Framework ◽  
Communities Of Inquiry

The focus of this chapter is on a framework that has drawn considerable interest in creating collaborative communities of inquiry in online learning environments (Garrison, Anderson & Archer, 2000). The goal is to provide an overview and update of the Community of Inquiry Framework with a particular focus on social, cognitive and teaching presence that constitute the framework. Creating and sustaining a community of inquiry requires an understanding of the progressive or developmental nature of each of the presences and how they interact. This chapter will explore what constitutes each of the presences and implications for practice.

Opportunities of Virtual Learning Environments

2021 ◽  
pp. 141-160
Author(s):  
Michael Wayne Langston
Keyword(s):  
Graduate Students ◽  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Teaching Presence ◽  
Doctoral Level ◽  
European Model ◽  
Community Of Inquiry Framework

Establishing European model PhD programs in HyFlex virtual learning environments allows professors to construct a course of study utilizing the community of inquiry that matures students from graduate students to scholars and researchers. Relying heavily on teaching presence at the start, students move into reliance on their cohort (social presence) while developing their thinking, researching, and writing skills through an interpretive task model from which they develop the knowledge, skills, and abilities required to succeed at the doctoral level in their disciplines. This chapter presents best practices in establishing effective cohorts to develop graduate students into scholars in their chosen fields of study by using the European model of a PhD program and the community of inquiry framework.

Meeting Challenges in Virtual Learning Environments With the Community of Inquiry Framework

2021 ◽  
pp. 43-62
Author(s):  
Kathy Jones Langston
Keyword(s):  
Learning Environments ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Meaning Making ◽  
Virtual Community ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Collaborative Problem Solving ◽  
Community Formation ◽  
Community Of Inquiry Framework

Since institutions of higher education moved classes into virtual learning environments (VLE) in early 2020, professors have struggled to recreate their classes for virtual environments while students have struggled with the results of these efforts. This chapter focuses on challenges that rapid creation of online courses has produced, proposing using the community of inquiry (CoI) framework as a model from which to construct courses. From the foundational teaching presence that encompasses course creation and management to social presence that encourages students to invest in the class, the CoI combines these elements in concert with cognitive presence to produce meaning-making among students. After examining criticisms of the CoI framework, the chapter concludes by recommending the CoI framework as a model from which harried professors can create courses that deliver content that encourages students to develop transversal skills of adaptability, digital competencies, collaborative problem solving, and virtual community formation.

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