The Community of Inquiry and Types of Presence
This module introduces the community of inquiry model and provides strategies for establishing and maintaining cognitive, social, and teaching presence to ensure students are engaged throughout a course. This module is aligned to the core value of Empowering Student Learning from the Teaching Excellence Framework.
What does it mean to Empower Student Learning?
We foster inclusive and supportive learning environments where every student feels empowered, valued, engaged, and motivated. Our faculty cultivates a culture of empowerment by engaging respectfully and cooperatively with students, incorporating their feedback to motivate and support everyone. We prioritize mentoring, guiding students through academic and personal challenges, and fostering their growth through tailored support and encouragement. We create effective presentations tailored to the intended audience using various styles and organization to communicate with clarity and integrity. This approach not only enhances learning but also ensures that all messaging is delivered with the utmost respect for our student body.
Objectives
After you’ve completed this module, you will be able to:
- Apply the theories of the Community of Inquiry and Cognitive, Social, and Teaching Presences to your course
- Review strategies, activities, and tools for creating the three types of presence and boosting student engagement
- Use an assessment checklist to monitor your course facilitation
Community of Inquiry
According to Garrison, Anderson, and Archer (2000), “An educational community of inquiry is a group of individuals who collaboratively engage in powerful critical discourse and reflection to construct personal meaning and confirm mutual understanding.”[1]
Types of Presence
The community of inquiry is constructed through three interdependent presences.
Click each title in the accordion to reveal information.
Community of Inquiry
The three types of presence overlap and interact to create a community of inquiry. Click on the plus signs in the image to learn more.
- Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. ↵
