This topic about CoI has been informative to learn about as I finish my last semester. I am able to reflect on the classes I have taken at UAS and other schools to compare the different experiences. Some courses had me captivated and eager to learn the entire time. Other courses felt like I was talking to myself on a screen.
The community of inquiry (CoI) model has helped me identify why some courses were beneficial and others were not. I am able to look at them from a teacher and student perspective to see how the CoI model influenced each course. A CoI modeled classroom highlights the social, cognitive, and teaching presence within a virtual learning experience (Bryans-Bongey, 2016). Each one dictates the success of a course and how students will respond. The dynamic model supports a holistic approach to online teacher. This style is more applicable to meeting the needs of all learners. These concepts are held of high importance in the traditional classroom. This model provides ample opportunity for the instructor to carry these philosophies into an online course. The research behind this came out in 2000-- nearly 18 years ago (Bryans-Bongey, 2016). I find this fascinating considering I have taken many classes online in the past two years that clearly did not follow the CoI model. This clearly shows that the research and theory has not quite reached all online instructors. How do we make this just as important to know as we do with traditional classrooms? What tools and resources are out there for instructors to refer to as they begin an online classroom? And with evolving times, does the CoI model need to evolve as well? These are some questions I will continue to look at through this course as I undertake more techniques as an online instructor and learner. works cited: Bryans-Bongey, S., & Graziano, K. J. (2016). Online Teaching in K-12 : Models, Methods, and Best Practices for Teachers and Administrators. Medford, New Jersey: Information Today, Inc. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.
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