The Community of Inquiry framework: Future Directions in the Covid-19 Era
| dc.contributor.author | Vaughan, Norman | |
| dc.coverage.placeName | Canada | |
| dc.coverage.spatial | Caribbean and Americas | |
| dc.date.accessioned | 2022-08-10T10:29:35Z | |
| dc.date.available | 2022-08-10T10:29:35Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Inspiring Innovations // Over the past couple of years, the majority of higher education institutions have pivoted to a form of remote or emergency learning due to the Covid-19 pandemic. Unfortunately, the possibilities and constraints associated with these blended and online approaches to learning were in many ways unfairly put to the test as many educators lacked a research-based framework to guide the redesign of their courses and programs. The purpose of this study was to investigate how the Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) and the Shared Metacognition (MC) construct (Garrison & Akyol, 2015a) could be used to intentionally design, facilitate, and direct a collaborative constructive learning environment in order for students to learn how to co-regulate their learning (shared metacognition). // Paper ID 1021 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.1021 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4113 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Blended Learning | |
| dc.subject | Learning Environment | |
| dc.subject | Teaching and Learning Methods | |
| dc.subject | Higher Education | |
| dc.title | The Community of Inquiry framework: Future Directions in the Covid-19 Era | |
| dc.type | Working Paper | |
| dspace.entity.type |