Inquiry into ‘Communities of Inquiry’: Knowledge, Communication, Presence, Community
Inquiry into ‘Communities of Inquiry’: Knowledge, Communication, Presence, Community
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探究“探究社区”：知识、沟通、存在、社区
DOI：
10.2304/elea.2014.11.1.1
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发表时间：
2014
影响因子：
1.9
通讯作者：
N. Friesen
中科院分区：
文献类型：
--
作者：
A. Remesal;N. Friesen
探究社区框架最初是为了描述在线讨论形式的学习活动而开发的，它有着相对悠久而辉煌的历史——特别是就电子学习和数字媒体的时间表而言。这个框架起源于加里森、安德森、洛克等人在世纪之交撰写的一系列文章。这些研究人员将“探究的教育共同体”理解为“一群人共同参与有目的的批判性话语和反思，以构建个人意义并确认相互理解”（Garrison, 2011，第15页）。这些研究人员认为，在这样一个社区中，深度和有意义的学习是通过三种交流元素或“在场”形式的平衡互动发生的：认知在场、社会在场和教学在场。该模型还基于经验探究的循环过程，从触发事件或问题开始，并通过探索，整合和解决的过程进行。整合了这些过程和“存在”的模型随后在许多不同的方向上得到了发展，特别是在调查社区调查的设计和应用中（例如Aubaugh等人，2008年），以及两本专注于电子学习和混合学习的专著的出版中得到了证明：21世纪的电子学习：研究和实践的框架（Garrison, 2011）和高等教育中的混合学习。框架、原则和指导方针（Garrison & Vaughan, 2008）。研究人员试图以多种方式完善和操作探究社区框架的核心结构-特别是认知，社会和教学存在。在早期的工作中，这往往是通过分析在线讨论的文本来完成的，并将交流内容分类为社交、认知或教学/教学，或触发、探索、整合和/或相互确认。随着“探究社区调查”的开展，以及该模式在同步、非文本和其他教学环境中的许多其他改编，这三种类型的存在至今仍是人们关注的中心问题。因此，在为本期《电子学习与数字媒体》特刊发出最初的论文征稿时，我们作为共同编辑特别强调了重新审视探究共同体框架，并考虑如何根据10多年的应用和研究进一步发展和重新思考它。本引言概述了本期提交的作品，展示了它们是如何相互关联的，以及它们如何根据不同的公共探究背景重新考虑模型。考虑到模型中“存在”的三种结构的中心地位，本期特刊中出现的几乎所有文章都以一种或多种存在形式为重点，这并不奇怪。此外，考虑到Web在过去10年的技术和实践发展一直被强调的
The Community of Inquiry framework, originally developed to describe learning activity in threaded online discussion forms, has had a relatively long and illustrious history – particularly as far as timelines for e-learning and digital media are concerned. This framework has its origin in a series of articles authored by Garrison, Anderson, Rourke and others around the turn of the century. These researchers understood ‘educational communit[ies] of inquiry’ as being ‘group[s] of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding’ (Garrison, 2011, p. 15). These same researchers believed that deep and meaningful learning occurs in such a community through the balanced interaction of three communicative elements or forms of ‘presence’: cognitive presence, social presence and teaching presence. The model is also based on a cyclical process of experiential inquiry, which begins with a triggering event or question, and proceeds through processes of exploration, integration and resolution. The model that incorporates these processes and ‘presences’ has subsequently been developed in a number of different directions, particularly as evidenced in the design and application of a Community of Inquiry Survey (e.g. Aubaugh et al, 2008), and in the publication of two monographs focusing on e-learning and blended learning: ELearning in the 21st Century: a framework for research and practice (Garrison, 2011) and Blended Learning in Higher Education: framework, principles, and guidelines (Garrison & Vaughan, 2008). Researchers have sought to both refine and operationalize the central constructs of the Community of Inquiry framework – specifically, cognitive, social and teaching presence – in a number of ways. In early work, this tended to be done through the analysis of transcripts of online discussions, and the categorization of communicative content as social, cognitive or pedagogical/instructional, or as triggering, exploratory, integrative and/or mutually confirming. Augmented by the ‘Community of Inquiry Survey’ and a number of other adaptations of the model to synchronous, non-textual and other instructional contexts, the three types of presence remain a central concern to this day. As a result, in issuing the original call for papers for this special issue of E-Learning and Digital Media, we as co-editors placed special emphasis on revisiting the Community of Inquiry framework, and considering how it might be further developed and re-thought in the light of more than 10 years of application and research. This introduction provides an overview of the submissions included in this issue, showing how they are interrelated, and how they reconsider the model for different contexts of communal inquiry. Given the centrality of the three constructs of ‘presence’ for the model, it is not surprising that almost all the articles that appear in this special issue have one or more of these forms of presence as their focus. Also, given that technical and practical developments on the Web in the last 10 years have been dominated by an emphasis on