"The development of communities of inquiry, highly engaged in the cocreation, discovery and development of knowledge, capabilities and skills, is enabled by learning management systems, collaborative platforms and social-constructivist teaching activities (Garrison, Anderson & Archer, 2000, 2001a, 2001b; Garrison & Anderson, 2003). This paper explores the current state of communities of inquiry (COI) in teaching and learning in the digital age, including the technology to support learner presence (Shea & Bidjerano, 2010) and personal learning environments. It also argues for the communities of inquiry model to evolve into a learning model, that recognizes the importance of motivation, self-efficacy and personal skills in effective communities of inquiry.
The paper addresses five key questions examined through the lens of the Community of Inquiry Model:
• What skills and abilities need to be developed for teachers and learners to fully leverage the power of communities of inquiry? What are the prerequisites for effective learning?
• What are we learning from the growth of peer-to-peer learning and peer assessment which supports the power of communities of inquiry?
• What can emerging technology approaches to adaptive learning and adaptive assessment bring to the practice of communities of inquiry?
• What are the known best practices and emergent next practices for communities of inquiry?
• What are examples of communities of inquiry in action from a variety of settings around the world?"
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"The development of communities of inquiry, highly engaged in the cocreation, discovery and development of knowledge, capabilities and skills, is enabled by learning management systems, collaborative platforms and social-constructivist teaching activities (Garrison, Anderson & Archer, 2000, 2001a, 2001b; Garrison & Anderson, 2003). This paper explores the current state of communities of inquiry (COI) in teaching and learning in the digital age, including the technology to support learner presence (Shea & Bidjerano, 2010) and personal learning environments. It also argues for the communities of inquiry model to evolve into a learning model, that recognizes the importance of motivation, self-efficacy and personal skills in effective communities of inquiry.
The paper addresses five key questions examined through the lens of the Community of Inquiry Model:
• What skills and abilities need to be developed for teachers and learners to fully leverage the power of communities of inquiry? What are the prerequisites for effective learning?
• What are we learning from the growth of peer-to-peer learning and peer assessment which supports the power of communities of inquiry?
• What can emerging technology approaches to adaptive learning and adaptive assessment bring to the practice of communities of inquiry?
• What are the known best practices and emergent next practices for communities of inquiry?
• What are examples of communities of inquiry in action from a variety of settings around the world?"