Table 3 Summary of the Community of... | Emerald Publishing

Table 3

Summary of the Community of Inquiry Model

Descriptions of Teaching, Cognitive and Social Presence
Teaching presence: A faculty activity
Course design and organization: process, structure, evaluation, and interaction components of the course setting classroom norms and netiquette, and curriculum expectations, so that students are aware of the implicit and explicit learning goals designing methods, e.g. learner activities, mix of group and individual activities, and establishing time parameters utilizing the medium effectively Facilitating discourse: establishing teacher's social presence creating a knowledge-building community; modeling appropriate behaviors, commenting upon/encouraging/reinforcing student responses creating a positive learning environment, stimulating learning identifying areas of consensus and shared understanding and disagreement assessing efficacy moving the discussion along, insuring effective and efficient use of time Direct instruction: focusing discussion on specific issues, providing intellectual and scholarly leadership sharing subject matter knowledge/expertise from diverse sources directly assisting knowledge constructions, especially application and integration; summarizing knowledge frameworks interjecting comments, referring students to information resources diagnosing and correcting misconceptions, providing feedback responding to technical concerns/issues
Cognitive presence: A student activity Extent to which students are able to construct and integrate new meaning through sustained learning processes. Driven by faculty's teaching and social presence, and by other students' cognitive and social presence.
Social presence: A faculty and student activity The ability of faculty and learners to project themselves socially and emotionally into a course, and create an identity as a ‘real person’ in the online environment. Driven by faculty's teaching and social presence, and by other students' cognitive and social presence.

Descriptions of Teaching, Cognitive and Social Presence
Teaching presence: A faculty activity
Course design and organization: process, structure, evaluation, and interaction components of the course setting classroom norms and netiquette, and curriculum expectations, so that students are aware of the implicit and explicit learning goals designing methods, e.g. learner activities, mix of group and individual activities, and establishing time parameters utilizing the medium effectively Facilitating discourse: establishing teacher's social presence creating a knowledge-building community; modeling appropriate behaviors, commenting upon/encouraging/reinforcing student responses creating a positive learning environment, stimulating learning identifying areas of consensus and shared understanding and disagreement assessing efficacy moving the discussion along, insuring effective and efficient use of time Direct instruction: focusing discussion on specific issues, providing intellectual and scholarly leadership sharing subject matter knowledge/expertise from diverse sources directly assisting knowledge constructions, especially application and integration; summarizing knowledge frameworks interjecting comments, referring students to information resources diagnosing and correcting misconceptions, providing feedback responding to technical concerns/issues
Cognitive presence: A student activity Extent to which students are able to construct and integrate new meaning through sustained learning processes. Driven by faculty's teaching and social presence, and by other students' cognitive and social presence.
Social presence: A faculty and student activity The ability of faculty and learners to project themselves socially and emotionally into a course, and create an identity as a ‘real person’ in the online environment. Driven by faculty's teaching and social presence, and by other students' cognitive and social presence.

Sources: From Anderson et al. (2001); Garrison et al. (2000); Brook and Oliver (2003); Fish and Wickersham (2009).