# data[].attributes.body
Remember to answer the following questions:

1. Based on this graph, what do you think the Community of inquiry framework is about?

2. What are the main characteristics of each element?

# data[].attributes.body
Remember to answer the following questions:

1. Based on this graph, what do you think the Community of inquiry framework is about?

2. What are the main characteristics of each element?

# data[].attributes.body
I would like to share this video that explains briefly what online learning is, how learners picture themselves in an online learning and what the implications of community if inquiry are when applying this model into a virtual environment. As Daniela mentioned in her comment, it focuses on how people learn together online by sharing and constructing knowledge. I could compare this with community of learning that allows school interactions with the whole community, with the factor that this model proposed by Garrison, Anderson and Archer is based on virtual learning.
The student role in this model develop self-identity and self-regulation through interaction finding new meanings and understandings. The communication among learners is intense because it can be synchronous and asynchronously.
Regarding teacher's role, he/she is in charge of planning, provinding resources, and guide the students' through their activities and assignments that will be designed for the course. In that sense, even if the model claims to be a student-centered behind the scene, the teacher is the one who handles everything for the student to achieve the learning.

# data[].attributes.attachment_link.title
Community of Inquiry Framework for Online Learners

# data[].attributes.body
Hi guys, this is a short comment or questions. After reading all of your participations, I find quite interesting the relation or connection between teaching presence and cognitive presence. I think it is crucial to select the content but even more important the strategies we're gonna use to share thoses contents with learners. for instance, using debates, discussions or team projectsin online learning activities. I wonder what other strategies could we use to foster a good cognitive presence among learners?.

# data[].attributes.body
1. This community of inquiry framework presents emerging issues and complexities of online learning.
This framework pretends to guide the research and online learning practice through 3 main aspects: social, cognitive, and teaching presence showing how these 3 elements work in collaborative environments.

2. SOCIAL PRESENCE: This is the ability students have to project themselves socially and emotionally as real people. It aims to obtain effective and open communication among participants in a specific group. It is also considered as the foundation of cognitive presence. One of the most remarkable purposes is to create the conditions for inquiry and quality interactions in order to achieve goals in a collaborative environment.

COGNITIVE PRESENCE: What students are able to construct and confirm meaning through reflection and permanent discourse. It contains a 4 phase process 1. triggering the event, 2. exploration, 3. Integration, and 4. resolution.
It is important to consider, that at this stage the teachers´ role is important and relevant during the process.

TEACHING PRESENCE: It refers to interaction, and how to stay focus on the specific goal.
the teaching presence contains instructional design, specific and direct instructions to facilitate the discourse. This is essential in order to achieve students´ satisfaction, perceived learning, and sense of community.

DG

# data[].attributes.body
To be honest, this is the first time I hear about this framework. After watching one of the videos and analyzing a little bit the image you shared with us, I understand the CoI is about creating the appropriate conditions where its three main components fuse and work together so that learning occurs. Also, because this framework is based on constructivism, I believe interaction among the different actors involved in the learning process is a key aspect of it. Therefore, I guess CoI is not about the teacher, the learner or the environment on their own, but about how the three of them interconnect playing each a key role in the learning process.

As seen in the picture, the three main elements are: Social presence, cognitive presence and teaching presence.

Social presence is about the ability students have to interact with each other and present themselves as “real people” (Garrison, Archer and Anderson, 2000). It also allows exchanges to happen between learners and teachers.

Cognitive presence has to do with students challenging misconceptions and exploring deeper understandings. Also, it is related to the construction of meaning through sustain communication among learners and it is a key component of critical thinking.

Finally, teaching presence is divided into two functions: design and facilitation of the educational experience. The first function is mostly accomplished by the teacher, while the second one is a shared responsibility with students.

Adriana Montoya.

# data[].attributes.body
Hello everyone. I am astonished because this approach is not very new as I thought. However, it is still used and has evolved during the last two decades. Listening to doctor Garrison's podcast, this framework has roots with the distant learning moving towards online learning where text-based interaction took place in asynchronous activities. For this reason, content is required to be very well developed. Taking a look at the frame, it is fascinating to see how three different presences, social, cognitive, and teaching, combine their characteristics to foster the most appropriate and meaningful learning experience. I would highlight some features from each presence:
Cognitive based on Dewey's ideas of reflective thoughtful through meaningful learning based on the Practical Inquiry. It consists of four stages a triggering event, exploration, integration and resolution  (Garrison et al., 2010.
Social lying on Dewey's perspectives that inquiry is social and considering three dimensions affective expressive, open communication and group cohesion  (Garrison et al., 2010).
Teaching includes "course design, facilitation and direction seeking for students' satisfaction, perceived learning and sense of community"  (Garrison et al., 2010).
These three presences convergency raise other domains; supporting discourse, content design and climate setting that are interconnected to provide a worthwhile Educational Experience.

# data[].attributes.body
This struck me by surprise to have learned about this approach to online learning or distance education. This Community of Inquiry best suits online teaching and learning that goes as far back as 1999. The three core elements o dimensions ( cognitive, social and teaching presence) of this models are quite important for teachers to really create an environment that is conducive to learning. One of core elements of this approach is teaching presence that aids to create an atmosphere that shares responsibility and control of the learning by students. What is more, it changes teachers' role as well students' ones where teachers become facilitator and learners are prone to taking on a more active role in their learning process. I like the idea about how the meaning-making process is accomplished through the learning community. However, this approach brings about some challenges for teachers  because they need to know their way around the affordances technology offers as well as guidance so that learners can take on different roles. The assessment part is not clear and since this fosters group-work activity and this can be problematic and I truly believe this part needs further research.

# data[].attributes.body
Hello everyone. Based on the graph, and some of the comments I have read, I have several things to say.

First, I would say I agree with Camilo when he says that CoI is about 3 main elements that connect or intertwine with each other. As the diagram shows us, they all are related somehow, and working together they create an educational experience. For a community of inquiry to work, it requires a social presence (interaction among participants), a cognitive present (the course contents), and the teaching presence (the person who organizes, sets some goals, and facilitates and mediates). All of these presences must come together to ensure knowledge building in the group.

Second, regarding Andrés’s question about students’ role in this model, I would say they have several. They must be willing to participate in discussions and other opportunities for interaction with the other participants (social presence). Also, they must engage with the content and explore it (cognitive presence). Lastly, they should be attentive to the course instructions and activities, doing their best to achieve the course objectives (teaching presence)

Finally, regarding Andrés Cardona’s comment about the social presence, I think one strategy is to make smaller groups for discussions and activities. Sometimes this makes students more willing to speak with each other, as it is more personal. However, this can take up a lot of class time.