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Social presence in the 21st Century: an adjustment to the Community of Inquiry framework

Armellini, A. and De Stefani, M. (2016) Social presence in the 21st Century: an adjustment to the Community of Inquiry framework. British Journal Of Educational Technology. 47(6), pp. 1202-1216. 1467-8535.

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Abstract:
The Community of Inquiry framework, originally proposed by Garrison, Anderson and Archer (2000) identifies teaching, social and cognitive presences as central to a successful online educational experience. This article presents the findings of a study conducted in Uruguay between 2007 and 2010. The research aimed to establish the role of cognitive, social and teaching presences in the professional development of 40 English language teachers on Continuous Professional Development (CPD) programmes delivered in blended learning settings. The findings suggest that teaching presence and cognitive presence have themselves 'become social'. The research points to social presence as a major lever for engagement, sense-making and peer support. Based on the patterns identified in the study, this article puts forward an adjustment to the Community of Inquiry framework, which shows social presence as more prominent within the teaching and cognitive constructs than the original version of the framework suggests.
Uncontrolled Keywords:
Social prescence, Adjustment, Community of Inquiry framework, Community
Creators:
Armellini, A. and De Stefani, M.
Faculties, Divisions and Institutes:
Research Institutes > Institute of Learning & Teaching
Date:
1 November 2016
Date Type:
Publication
Page Range:
pp. 1202-1216
Journal or Publication Title:
British Journal Of Educational Technology
Volume:
47
Number:
6
Number of Pages:
15
Language:
English
DOI:
10.1111/bjet.12302
ISSN:
1467-8535
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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