Community of inquiry |
Community of Inquiry (Garrison, et al., 2010):
a theory of distance education that requires three fundamental factors: a teaching presence, or the design, facilitation, and direction of learning outcomes; a social presence, or the ability for students to identify with the course, communicate purposefully in a safe environment, and build relationships; and cognitive presence, or the ability for learners to construct meaning through reflection and discourse (Bates, 2014).
My thoughts:
I consider this a fundamental theory of distance education. It sets a standard for what every distance education class needs without dictating a specific learning theory. It gives direction to course design, technology and multi-media selection, learner support, and quality assurance without limiting itself by requiring specific choices. I think about this theory every time I start thinking about a new class for Language Matters Academy.
a theory of distance education that requires three fundamental factors: a teaching presence, or the design, facilitation, and direction of learning outcomes; a social presence, or the ability for students to identify with the course, communicate purposefully in a safe environment, and build relationships; and cognitive presence, or the ability for learners to construct meaning through reflection and discourse (Bates, 2014).
My thoughts:
I consider this a fundamental theory of distance education. It sets a standard for what every distance education class needs without dictating a specific learning theory. It gives direction to course design, technology and multi-media selection, learner support, and quality assurance without limiting itself by requiring specific choices. I think about this theory every time I start thinking about a new class for Language Matters Academy.
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