Bibliografías temáticas / Community of inquiry

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Literatura académica sobre el tema "Community of inquiry"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Community of inquiry"

Daniel, Marie-France, and Richard Pallascio. "Community of Inquiry and Community of Philosophical Inquiry." Inquiry: Critical Thinking Across the Disciplines 17, no. 1 (1997): 51–66. http://dx.doi.org/10.5840/inquiryctnews199717123.

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Nowell, Linda. "Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 11, no. 4 (1993): 12–13. http://dx.doi.org/10.5840/inquiryctnews199311445.

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Tinder, Glenn. "Community as Inquiry." Thinking: The Journal of Philosophy for Children 7, no. 3 (1988): 13–17. http://dx.doi.org/10.5840/thinking19887318.

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Brass, Benjamin, and Heike de Boer. "Community of Inquiry." International Journal of Bias, Identity and Diversities in Education 3, no. 2 (July 2018): 45–59. http://dx.doi.org/10.4018/ijbide.2018070104.

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This article establishes a connection between research-based learning and the development of inclusive practices in teacher education with a special focus on pre-service teachers' ways of talking in philosophical dialogues with children. Adopting an interactionist point of view on learning as a co-constructive process and a processual understanding of inclusion and exclusion on the classroom level, the fundamental importance of conversational practices to learning is carved out and then exemplified using transcripts from a teacher education project. Building on this analysis, inclusive conversational practices are identified. Moreover, it is shown how joint reflection and peer feedback in teacher education courses lead to changes in pre-service teachers' conversational practices. These findings lead to reflections on how research-based learning in teacher education can contribute to inclusive education by looking at habitual ways of talking in class.

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Lin, Ching-Chiu. "Artful Community Inquiry." Schools 21, no. 1 (March 1, 2024): 70–90. http://dx.doi.org/10.1086/729547.

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Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (September 21, 2016): 75–94. http://dx.doi.org/10.1177/1468794116668000.

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Participatory researchers advocate using presentational arts-based methods to collectively inquire into a social phenomenon. In a co-operative inquiry in an Australian rural community, ten community workers inquired into the ‘love ethic’ in their community work practice using narrative, performative and visual methods to gather, analyse and interpret data within cycles of reflection and action. Group members collectively and democratically chose to use presentational inquiry tools such as storytelling, dialogical performance, gift-giving, drawing and other non-traditional approaches to explore the topic and generate collaborative knowledge. These methods were engaging and empowering, and supported group members to develop a love-based framework of community practice. The group’s final collective drawing depicts the roots, trunk, fruit and saplings of a tree representing the values, process, outcomes and cyclical nature of the love ethic in community work.

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Zanetti, Luca. "why am i here? the challenges of exploring children's existential questions in the community of inquiry." childhood & philosophy 16, no. 36 (March 26, 2020): 01–26. http://dx.doi.org/10.12957/childphilo.2020.47050.

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Children ask existential questions, that is, questions about death, the meaning of existence, free will, God, the origin of everything, and kindred questions. P4/wC has the aspiration to give to children the occasion to discover and explore their questions in a safe environment, the community of inquiry. Thus, existential questioning should be possible in a community of inquiry. However, it is unclear whether the pedagogy of the community of inquiry can accommodate existential questioning. The chief trouble is that existential questioning might be a cause of suffering: children might be unable to contain the emotional intensity that is experienced when we inquire about topics like death and the meaning of existence. In a community of inquiry, the emphasis over the community and the autonomy that children experience in choosing the questions for their inquiry might create occasions of suffering: some children might not be prepared to discuss existential issues or might be troubled by the candidate answers they explore and eventually end up to endorse. In this paper I highlight some of the main challenges that we need to face if we want to make room for existential questioning in the community of inquiry.

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Sharp, Ann Margaret. "The Community of Inquiry." Thinking: The Journal of Philosophy for Children 9, no. 2 (1991): 31–37. http://dx.doi.org/10.5840/thinking19919236.

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Yorshansky, Mor. "The Community of Inquiry." Thinking: The Journal of Philosophy for Children 19, no. 2 (2009): 42–49. http://dx.doi.org/10.5840/thinking2009192/312.

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Shade, Patrick. "A Community of Inquiry." Newsletter of the Society for the Advancement of American Philosophy 36, no. 107 (2008): 29–32. http://dx.doi.org/10.5840/saap20083610714.

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Tesis sobre el tema "Community of inquiry"

Jones, Carmen Rose. "Examination of Online Community College Students| Community of Inquiry Theoretical Model." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279238.

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The purpose of this study was to examine online community college student completion and the effectiveness of student learning in online courses, which was measured through the anticipated final online course grade using the Community of Inquiry (CoI) theoretical framework. The researcher collected completion rate data for both online and face-to-face courses from the 10-day roster to the end of the semester. Surveys consisting of questions from the CoI survey, demographic questions, and the student’s anticipated final course grade were administered by the Illinois Easter Community College (IECC) district to online students near the end of spring semester. The first research question examined the difference in completion rates for online and face-to-face courses. There was a statistically significant difference with students less likely to complete an online course in comparison to a face-to-face course. Three research questions assessed the relationship between the three components of CoI and a student’s anticipated final course grade. There was no statistically significant correlation between social presence and the student’s anticipated final online course grade. Cognitive presence and teaching presence both had a positive statistically significant relationship with the student’s anticipated final course grade. The final three research questions that guided this study used multiple regression to examine a predictive relationship between the social, cognitive, and teaching presence and a student’s anticipated final course grade. Cognitive presence was the only component of the CoI model that had a statistically significant predictive value on the student’s final course grade. Based on the findings from this study, the IECC district and other community colleges should focus more attention on completion efforts on online courses compared to face-to-face courses and develop and teach online courses that enhance the cognitive presence and teaching presence in an online course.

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Robertson, Prudence Jane. "Research and teaching in a community of inquiry." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2937.

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The interweaving of two strands of inquiry forms the backbone of this thesis. In the first strand (the 'what' of the thesis) I explore the qualitatively different ways in which academic staff at the University of Canterbury, New Zealand experience the relation between research and teaching and investigate the pedagogical implications of this variation. In the second strand (the 'how' of the thesis) I focus on the process of coming to know and to talk within the field of higher education. Here I chart my journey as a learner through the writing of the thesis. The two strands are linked through their mutual focus on learning, inquiry and the social construction of knowledge in which both academics and students in higher education engage. Theoretically I position myself variously within a hermeneutic and postmodern framework, using the tension between these perspectives to both advance and interrogate my work. I argue that this methodological tension mirrors the dilemma of the contemporary university, caught as it is between traditional unities and postmodern fragmentation. Ultimately I argue a case for a productive space at the intersection of the hermeneutic and the postmodern - a space where the university and educational research might flourish. I locate my empirical study within a historical and contemporary, international and local higher education context. In doing so I highlight the contemporary tension between a traditional, scholarly, higher education culture and a market driven, performative culture. This tension is evident both in the paradoxical nature of recent research and in the results of my empirical study. In terms of empirical work, previous quantitative research in the area of the research/teaching 'nexus' has focused primarily on the co-relation between research productivity and student evaluations of teaching and indicates little or no relation between the two. In contrast qualitative studies, which have focused on academics' experiences of the relation, suggest a close connection between research and teaching with discipline and level of teaching being the principal determinants of variation. I argue that the complexity of research, teaching and the research/teaching relation has been ignored in institutional discourses and in the co-relational research and under-appreciated in qualitative studies. In order to reveal this complexity I explore the individual's experience as a coherent whole or multi-phenomenal field, which embraces knowledge, research, teaching and learning and their inter-relation. My analysis reveals significant variation in experience of the research/teaching relation at undergraduate level from a weak relation to a total integration of the two phenomena. I open up the discourse of the relation at a detailed level through an exploration of the metaphors academics use to describe their experiences of research, teaching, learning and knowledge and of the research/teaching relation. Those academics experiencing a weak relation use orientational metaphors which emphasise its hierarchical nature (research is divorced from or at best informs teaching). Those experiencing an integrated relation use metaphors emphasising the shared (teacher and student) construction of knowledge. These outcomes raise important questions about structures of knowledge and the nature of disciplinary inquiry, about networks of power and about the nature of the pedagogical relationship which determines students' participation in a community of inquiry. There is a direct relation between academics' experiences of knowledge (which are embedded in a disciplinary context) and their approaches to research, teaching and learning. These experiences may also be instrumental in shaping pedagogical relations of power. In conclusion I advocate a higher education community based on the notion of shared (academic/student) inquiry within disciplines and increasingly, at disciplinary intersections. My study suggests that, to survive in the twenty-first century, the university needs to harness its fragmentation productively by seeking not agreement but robust interdisciplinary dialogue that might enable us to live beside and understand one other while benefiting from our heterogeneity. I argue that such dialogue must enable us to use the perspective of the other to reflect critically on our own positions and practices.

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Wray, K. Brad. "The role of community in inquiry, a philosophical study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28530.pdf.

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Cassidy, Claire. "The concept of child and community of philosophical inquiry." Thesis, University of Glasgow, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433271.

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Sprod, Tim. "Philosophical discussion in moral education the community of ethical inquiry /." London : Routledge, 2001. http://www.myilibrary.com?id=7101.

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Hunter, Jodie Margaret Roberta. "Developing early algebraic reasoning in a mathematical community of inquiry." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2921.

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This study explores the development of early algebraic reasoning in mathematical communities of inquiry. Under consideration is the different pathways teachers take as they develop their own understanding of early algebra and then enact changes in their classroom to facilitate algebraic reasoning opportunities. Teachers participated in a professional development intervention which focused on understanding of early algebraic concepts, task development, modification, and enactment, and classroom and mathematical practices. Design research was employed to investigate both teaching and learning in the naturalistic setting of the schools and classrooms. The design approach supported the development of a model of professional development and the framework of teacher actions to facilitate algebraic reasoning. Data collection over the school year included participant observations, video recorded observations, documents, teacher interviews, and photo elicitation interviews with students. Retrospective data analysis drew the results together to be presented as cases of two teachers, their classrooms, and students. The findings show that the integration of algebraic reasoning into classroom mathematical activity is a gradual process. It requires teachers to develop their own understanding of algebraic concepts which includes understanding of student reasoning, progression, and potential misconceptions. Task implementation and design, shifts in pedagogical actions, and the facilitation of new classroom and mathematical practices were also key elements of change. The important role which students have in the development of classrooms where algebraic reasoning is a focus was also highlighted. These findings have significant implications for how teachers can be supported to develop their understanding of early algebra and use this understanding in their own classrooms to facilitate early algebraic reasoning.

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Litchfield, John. "Care, play and art: Beginning a social inquiry into community." Thesis, Litchfield, John (1999) Care, play and art: Beginning a social inquiry into community. PhD thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/50273/.

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This dissertation focuses on the scope for social theories (and their research methodologies) in questioning how particular forms of art can furnish a beginning for social inquiry into community. It asks what constitutes an adequate foundation for the application and development of social theory and method. The dissertation places these issues clearly within the traditions of phenomenology and hermeneutics. A Husserlian phenomenological approach is crucial in the early stages of the discussion because of its focus on modern rational ways of understanding, creating and destroying the idea of community and various expressions of community's everydayness. Rationalism cannot, it would seem, relate to either the idea of community or its expressions as anything other than a passive and subjective entity. I argue rationalism's conception of community is not at all adequate. Using hermeneutic philosophy I argue, by contrast to orthodox rationality, that the land carries the meanings of community in both a historical and contemporary context, and as such, the land - not subjectivity - generates knowledge of community. In developing this hermeneutic argument in relation to the land I suggest that the knowledge the land generates is made available to the social inquirer in the work of art. The argument works through the character of the relationship between the inquirer and the work of art. This 'work' enhances the social inquirer's understanding of community when their own art of interpretation and the land's particular forms and markings (including non-discursive inscriptions) are 'fused'. The site of the fusing brings a particular perspective to the well known phenomenological and hermeneutic idea of 'the horizon for inquiry'. The dissertation shows how it is possible for social inquirers to actually make the sort of movements that will locate them at a suitable horizon for inquiry. This hermeneutic approach in social inquiry recognises its strength is in carrying forward an attitude of care, by conducting itself in the spirit of play. Care and play are, I argue, the basic pre-requisites for beginning an inquiry - being neither objective nor subjective in their characters. Through examples taken from the City of Fremantle, I examine how, through care, inscriptions on the land can provide an ongoing foundation for beginning an inquiry into community.

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Marchart, Oliver. "Politics and the political : an inquiry into post-foundational political thought." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272571.

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McWhinnie, Susan B. "Using knowledge building to inspire community inquiry in an IB classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B5017695X.

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This study examines a five‐month process in which students from an International Baccalaureate (IB) school were introduced to Knowledge Building. The study occurred throughout three of the six Units of Inquiry that students cover over one year in the IB program. The transition from independent inquiry in the IB system to collective inquiry using knowledge building was aided by the Knowledge Forum software. The participants were 26 students from an international school in Hong Kong. Findings indicate that students responded positively to the knowledge building process, and showed significant of gains in knowledge in two units. Contributions to the knowledge building wall and Knowledge Forum showed evidence of some of the principles of knowledge building. Results also indicate more could have been done on the part of the teacher to promote the program. A number of recommendations for future implementations have been made. published_or_final_version Education Master Master of Education

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White, Ariane. "Transformative School-Community-Based Restorative Justice| An Inquiry into Practitioners' Experiences." Thesis, Loyola Marymount University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13860772.

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As restorative justice gained popularity in schools as a potential strategy for helping to reverse the deleterious effects of zero-tolerance policies, numerous misunderstandings and misapplications have emerged. This study focused on the experiences of school-based restorative justice practitioners and sought to foreground their voices and perspectives to highlight what is necessary for restorative justice work in schools to be effective. Critical narratives were used to elucidate participants’ perspectives and to allow their voices to serve as the focal point for the study. Findings were as follows: (a) the depth and ongoing nature of preparation practitioners undertake to sustain restorative justice work must be emphasized; (b) rather than a program or set of steps, restorative justice must be experienced as a set of principles or a philosophy grounded in genuine care and concern for individual people; (c) a cultural, political, and social shift is required for restorative justice to be implemented with integrity; and (d) restorative justice is a project of humanization and re-establishing democratic ideals. As such, educators in the field are encouraged to embrace the depth and complexity of the philosophical underpinnings of restorative justice and to acknowledge the personal, internal work that must be undertaken to serve a transformative function in school communities.

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Libros sobre el tema "Community of inquiry"

Ward, Helen. The community inquiry report. Sheffield: Sheffield City Council, 1985.

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Gareth, Williams. Ty Mawr community home inquiry. [Cwmbran]: [Gwent County Council], 1992.

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Steeves, H. Peter. Founding community: A phenomenological-ethical inquiry. Dordrecht: Kluwer Academic Publishers, 1998.

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Auditor-General, New Zealand Office of the. Summary, inquiry into the Mangawhai community wastewater scheme. Wellington: Office of the Auditor General, 2013.

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New Zealand. Office of the Auditor-General. Summary: Inquiry into the Mangawhai community wastewater scheme. Wellington: Office of the Auditor General, 2013.

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Owen, Jill Mirman. Genuine reward : community inquiry into connecting learning, teaching, and assessing. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast and Islands, 1994.

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Lee, Boggs Grace, Shuman Michael, Sweig Julia, and Exploratory Project on the Conditions of Peace (U.S.), eds. Conditions of peace: An inquiry : security, democracy, ecology, economics, community. Washington, DC: EXPRO Press, 1991.

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Plan, Ontario Legal Aid, ed. Uniform treatment: A community inquiry into policing of disadvantaged peoples. Toronto: Ontario Legal Aid Plan, 1994.

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Victoria. Parliament. Environment and Natural Resources Committee. Inquiry into sustainable communities: Report of the Environment and Natural Resources Committee on the inquiry into sustainable communities. [Melbourne]: Parliament of Victoria, 2005.

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Ashford, Graham. The positive path: Using appreciative inquiry in rural Indian communities. Winnipeg: International Institute for Sustainable Development, 2001.

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Capítulos de libros sobre el tema "Community of inquiry"

Rennie, Frank, and Keith Smyth. "Community of inquiry." In Digital Learning: The Key Concepts, 35. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-36.

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Attridge, Derek. "Lyric Poetry and Community Good." In Cultural Inquiry, 159–81. Berlin: ICI Berlin Press, 2024. http://dx.doi.org/10.37050/ci-30_07.

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Recent years have seen a campaign to advance the status of Kaaps, the language spoken by the coloured community of the Cape Flats but long considered a dialect of Afrikaans. An important element in this endeavour has been the publication of lyric poetry in Kaaps, which is read both by members of the community, who can identify with it as a form of protest but also as a source of pride, and by middle-class white readers, who may gain from it an enhanced appreciation of the culture of this community.

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Higgins, Lee, and Lee Willingham. "Culture of Inquiry." In Engaging in Community Music, 129–44. New York; London: Routledge, 2017. Includes bibliographical: Routledge, 2017. http://dx.doi.org/10.4324/9781315637952-8.

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Culler, Jonathan. "Lyric Address and the Problem of Community." In Cultural Inquiry, 15–29. Berlin: ICI Berlin Press, 2024. http://dx.doi.org/10.37050/ci-30_01.

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Investigation of the contribution of address to a wide variety of lyric communities begins with songs sung at sporting events, before moving to lyric poems from Petrarch to Ashbery. Direct address to readers is one possibility, but the ambiguous you in many poems may be more effective. We, by contrast, seems either presumptuous or merely wishful. Finally, the assumption that the formation of lyric communities is necessarily a good thing is challenged.

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Kizel, Arie. "Community-of-Inquiry Pedagogy." In The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education, 53–66. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003455011-5.

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Paavola, Sami, and Kai Hakkarainen. "Community of Inquiry and Inquiry-Based Learning." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_572-1.

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García, Ivis. "Appreciative Inquiry." In Routledge Handbook of University-Community Partnerships in Planning Education, 111–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003347873-9.

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Hutchings, Pat. "Collaborative Inquiry and Pedagogical Scholarship." In Making Teaching Community Property, 73–82. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445852-8.

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Bullock, Philip Ross. "The Transnational Lyric Community of Soviet Unofficial Music under Late Socialism." In Cultural Inquiry, 113–33. Berlin: ICI Berlin Press, 2024. http://dx.doi.org/10.37050/ci-30_05.

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Despite the seeming liberalism of Khrushchev’s ‘Thaw’, limitations were still placed on the Soviet arts, and the era witnessed the emergence of a parallel form of underground or unofficial culture. This essay considers a number of vocal works by composers, including Gubaidulina and Schnittke, who experimented with a cosmopolitan range of literary texts, as well as with a more radical musical language. In doing so, these composers not only established a lyric community at home but also engaged with their counterparts in avant-garde circles in Western Europe.

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Lumsden, Stafford, Emilia Djonov, and Helen Slatyer. "The multimodal community of inquiry." In Designing Learning with Digital Technologies, 33–55. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003359272-5.

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Actas de conferencias sobre el tema "Community of inquiry"

Santos, Sarah, Sara Haghighi, Sepideh Ghanavati, Travis D. Breaux, and Thomas B. Norton. "Patterns of Inquiry in a Community Forum for Legal Compliance with Privacy Law." In 2024 IEEE 32nd International Requirements Engineering Conference Workshops (REW), 251–59. IEEE, 2024. http://dx.doi.org/10.1109/rew61692.2024.00039.

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Liu, Lan, Lijia Lin, Chuang Wang, Susan Oyarzun, and Lindsey Ramsey. "IMPACT OF COLLABORATIVE LEARNING ON SELF-REGULATION AND COMMUNITY OF INQUIRY IN ONLINE LEARNING." In 19th International Technology, Education and Development Conference, 2767. IATED, 2025. https://doi.org/10.21125/inted.2025.0744.

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Shea, Peter. "Advancing the Community of Inquiry Framework." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892411.

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Lim, Jieun. "Disciplinary Differences in a Community of Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436216.

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Richardson, Jennifer. "Community of Inquiry Design Decisions Across Disciplines." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2014547.

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Dell, Debra, Martha Cleveland-Innes, and Norm Vaughan. "Community of Inquiry: Designing for Lifelong Learning Regulation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6044.

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The Community of Inquiry framework is used extensively to design and evaluate open and distance learning courses, including MOOCs. In the CoI model, at the intersection of the way we think and make sense of content (cognitive presence) and how we demonstrate, assess, and make our learning and unlearning visible (teaching presence) is the construct overlap called regulating learning. The regulating learning overlap is deeply connected to core CoI concepts of community building, purposeful inquiry, discourse, metacognition, and self and co-regulation (Akyol & Garrison, 2011; Garrison, 2013). // In 2021 a team of research practitioners began the development of a learner self-assessment tool designed for early course use. The CoI learner tool is a 32-item self-reflection advance organizing tool intended as a praxis and scaffolding resource for the Community of Inquiry-based learning design. The tool itself weaves self-reflection and CoI definitions and diagrams to make CoI philosophy explicit by decomposing the complexity and promoting the core concepts of lifelong learning tendencies, including motivation, perseverance, and learning regulation (Coşkun & Demirel, 2010)

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McKim, Courtney. "Community of Inquiry in Online Graduate Statistics Courses." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580295.

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"Synergistic Teaching Model Based on Community of Inquiry." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.003.

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Richardson, Jennifer, and Patrick Lowenthal. "INSTRCUTOR SOCIAL PRESENCE: A NEGLECTED COMPONENT OF THE COMMUNITY OF INQUIRY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-160.

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The Community of Inquiry framework posits that a meaningful educational experience consists of teaching presence, social presence, and cognitive presence. Garrison, Anderson, and Archer intentionally labeled the act of direct instruction, facilitating discourse, and designing instruction as teaching presence instead of teacher presence. This was largely due to the fact that teachers are not the only one’s who engage in “teaching” activities in online courses. This nomenclature also supports the belief that ideal educational experiences are centered on learners and not teachers. As ideal as this is, it fails to highlight the unique role teachers play in online courses. There is an effective teacher behind every successful online course. Students are particularly interested in their teacher’s social presence (which we refer to as instructor social presence). We posit that the Community of Inquiry framework does not clearly articulate or validate this important aspect of communities of inquiry. Here we describe what instructor social presence is, explain its importance, highlight its role in the community of inquiry framework, and summarize research others have conducted on instructor social presence.

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Wahyuni, Mentari Eka, and Dwi Sulisworo. "Developing the Guided Inquiry-Based Worksheet to Support Experiment in Physics Learning." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.095.

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Informes sobre el tema "Community of inquiry"

Brisbois, Marie Claire, and Michael Fell. Energy Security and Net Zero Committee inquiry into unlocking community energy at scale. Energy Demand Research Centre (EDRC), March 2025. https://doi.org/10.20919/kpmv1771.

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Woodhall-Melnik, Julia. Overview of Fostering Social Inclusion through Community Housing. Community Housing Canada, July 2021. http://dx.doi.org/10.33802/chc-2021-02.

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This report introduces Area of Inquiry III: Fostering Social Inclusion through Community Housing and gives an overview of the Area’s activities in its first year of operations. Our activities were significantly impacted by the COVID-19 pandemic; however, the first year provided an opportunity to reflect on the Area’s goals and develop collective objectives that our team will work toward meeting in the coming months and years.

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Ostrogorsky, Tanya. An Exploratory Inquiry into Community Policing Using Focus Groups: Perspectives from Social Service Providers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7027.

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Hillberry, Russell, and David Hummels. Tom Hertel’s influence and its lessons about academic inquiry. GTAP Working Paper, November 2018. http://dx.doi.org/10.21642/gtap.wp85.

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Fields of academic inquiry differ in their preferred forms of output, in the ways in which knowledge is accumulated and stored, and so in the ways that academic influence is measured. We compare Tom Hertel’s research record to other international economists of his generation in order to illustrate the unique breadth and influence of his work, and of the GTAP project broadly. We then provide an analytical framework that helps explain the evolution of the field of international economics from a tool-use standpoint. This framework helps us to assess the academic productivity gains from creating the GTAP model and consortium. It also provides a possible answer to a significant puzzle: why is GTAP increasingly influential in the physical and biological sciences, but less so within the international economics community?

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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.

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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.

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Bermingham, Rowena. Life beyond COVID-19: What are experts concerned about? Parliamentary Office of Science and Technology, September 2020. http://dx.doi.org/10.58248/hs18.

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Over 350 experts have shared with us what they think the implications of the COVID-19 pandemic will be in the next 2 to 5 years. This work was done to inform the House of Lords COVID-19 Committee inquiry on Life beyond COVID, and is based on 366 expert responses. Areas of concern include work and employment, health and social care, research and development, society and community, the natural environment, education, arts, culture and sport, infrastructure and crime and justice.

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Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

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The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.

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Nampoothiri, Niranjan, and Patta Scott-Villiers. Global Practices of Building Civic Culture. Institute of Development Studies, December 2024. https://doi.org/10.19088/ids.2024.048.

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Strong civic culture makes for inclusive, participatory, and adaptive democracies. Citizen University is a non-profit that engages with civic catalysts to build civic culture across the United States. It supports civic catalysts to work on five tried-and-tested strategies: deepening civic commitment, building civic skills and infrastructure, providing encouragement, reckoning and repairing, and strengthening community. This report explores the relevance of each of these strategies in a global context. The learning we present is based on appreciative inquiry with seven inspiring civic catalysts from seven countries – Brazil, Haiti, India, Kenya, Papua New Guinea, Poland, and the United Kingdom – whom we, at IDS, have collaborated with and admired, often over many years. Their contexts share resonant societal and political similarities with the United States: their peoples are diverse; their economies are changing rapidly; and polarisation between different groups in society threatens to undermine the growth of their democracies.

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Nolan, Parker Stephen. Network Theory: How Can Its Application Cultivate the Conditions to Support Young Creatives? Creative Generation, October 2021. http://dx.doi.org/10.51163/creative-gen004.

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As observers to the intersectional fields of culture, education, and social change, Creative Generation witnessed the chosen organizational structure of “networks” come into vogue – particularly as smaller, community-based organizations have begun to participate in larger-scale, collaborative initiatives. In almost all examples, the individuals and organizations involved do their collaborative work through a “network,” using any number of connections and patterns. This qualitative inquiry sought to understand how applying Network Theory to organizational structures can cultivate the conditions to support young creatives. Through literature and conducting interviews with leaders of diverse networks in the arts and cultural education fields, this project provides an overview of Network Theory and examines examples of various models. This report proposes the following set of provocations for the field to interrogate the use of Network Theory in their projects’ implementation: strong connections between the network and its participants, shared power among network leadership and participants, clear expectations about funding, and specific role for young creatives in decision-making.

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