The Community of Inquiry Model.

The Community of Inquiry Model. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. The Community of Inquiry Model

According to Garrison, Anderson and Ancher (2000), the community of inquiry model states that meaningful learning results are achievable when there is sufficient cognitive, social and teaching presences. Cognitive presence requires study of a certain content in an approach that upholds development of critical thinking skills. Social presence requires establishment of a free and comfortable environment that fosters student interaction. Establishment of social presence propagates students’ ability to share ideas, explore differences, seek for help and interact freely with peers and teachers.

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Teaching presence is created through designing and organizing learning experience in the establishment and the process of running the learning community. According to Anderson (2003), teaching entails innovation to encourage interaction and creation of student-teacher, student-student relationships. A teacher can also create his or her presence through guiding learning experiences by incorporating his or her expertise when giving instructions. Students can also be allowed to create teaching presence through using their skills and knowledge to nurture the learning community.

Teacher’s role in the creation of the course content varies from group work to individual effort. Online learning is flexible and gives students an opportunity to access a wide array of content that is impossible to be provided by other forms of learning. Design in online content allows teachers to personalize the content through expressing their personal excitement and interest. Use of conversational writing style tightens the existing student-teacher relationship. Express of personal experiences, that include successes and failures are motivating to students because they bring the teacher close to what then students may be experiencing. The need for quality content has prompted teachers to make their learning objects accessible to students through the multimedia and search engines.

Teacher presence is also important in the development of community of inquiry as well as students’ thought process as they try to share their ideas with others. Discussion enables students to realize their misconceptions and understand their disagreements with either teachers or colleagues. The discourse provides an opportunity for intellectual growth for students the opportunity to understand others thoughts and align them to the subject in question. A teacher is expected to read and address students concerns, acknowledge their contributions and come up with ways of supporting students both at the individual and group level. Instructors should encourage active participation and give direct instructions to allow students to synchronize the information at a personal level.

An e-learning teacher should develop trust and safety among his or her students in the online community. This makes learners feel free and comfortable to post their ideas. This is achieved through asking students to give introductory comments from a personal level and guiding them to provide information that is relevant to the topic of discussion. When discussions are moderated by teachers, it yields satisfaction both from personal and group level. Effective teaching incorporates the specification of how students’ understanding will be assessed. According to Shepard (2000), assessment provides motivation, influences mental processes and leads to behavior change. Thus, online tests can be used in assessing students level of understanding and effectiveness of the teaching process adopted. Moreover, provision of feedback gives teachers an opportunity to guide and assess their student’s progress. For learning to be termed as effective In a social context, students participation should be evaluated and rewarded accordingly. Student assessment should be consistent, fair and objective to enable students point out on the areas where they may need to work harder.


Anderson, T. (2003b). Modes of interaction in distance education: Recent developments and research questions. In M. Moore & W. Anderson (Eds.), Handbook of Distance Education, (pp. 129–144). Mahwah, NJ: Lawrence Erlbaum

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2–3), 87–105

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4–14. Retrieved August 24, 2007, from http://www.jstor.

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