Inquiry Model Keychain
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Garrison, Anderson & Archer presented a model that is based on Dewey's concept of practical inquiry. “The reflective phases of practical inquiry or critical thinking presented here are grounded in the pre- and post-reflective phases of the world of practice. The two axes that structure the model are action–deliberation and perception–conception.
The first axis is reflection on practice.The second axis is the assimilation of information and the construction of meaning. Together, they constitute the shared and personal worlds. The quadrants reflect the logical or idealized sequence of practical inquiry (i.e., critical thinking) and correspond to the proposed categories of cognitive presence indicators.”
Cognitive presence is central to successful learning. The quality of cognitive presence reflects the quality and quantity of critical thinking, collaborative problem-solving, and construction of meaning occurring in interactions.
Cognitive presence is based on the iterative relationship between personal understanding and shared dialogue.
Perception (Awareness) → Conception (Ideas)
Experience: An authentic problem or situation that 'triggers' the inquiry process.
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Triggering event: Questions, problems or dilemmas, which stimulate the inquiry process.
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Exploration: Seeking of new information, insights and ideas about the question, problem or dilemma.
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Integration: Involves reflecting upon how the new information and knowledge discovered can be integrated into a coherent idea or concept.
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Resolution: Refers to a solution to the problem, set of recommendations or the refinement of new questions, which lead to the triggering of new cycles of inquiry.
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence.
Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”
Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.
Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse.