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Artículos de revistas sobre el tema "Community of inquiry"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

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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2

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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3

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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4

Brass, Benjamin, and Heike de Boer. "Community of Inquiry." International Journal of Bias, Identity and Diversities in Education 3, no. 2 (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 convers

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5

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

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6

Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (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

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7

Zanetti, Luca. "why am i here? the challenges of exploring children's existential questions in the community of inquiry." childhood & philosophy 16, no. 36 (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

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8

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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9

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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10

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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11

Shields, Patricia M. "The Community of Inquiry." Administration & Society 35, no. 5 (2003): 510–38. http://dx.doi.org/10.1177/0095399703256160.

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12

Remesal, Ana, and Norm Friesen. "Inquiry into ‘Communities of Inquiry’: Knowledge, Communication, Presence, Community." E-Learning and Digital Media 11, no. 1 (2014): 1–4. http://dx.doi.org/10.2304/elea.2014.11.1.1.

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13

Wagner, Paul A. "Establishing a Community of Inquiry." Creative Education 11, no. 07 (2020): 1047–54. http://dx.doi.org/10.4236/ce.2020.117076.

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14

Scolnicov, Samuel. "The Problematic Community of Inquiry." Thinking: The Journal of Philosophy for Children 15, no. 3 (2000): 41–45. http://dx.doi.org/10.5840/thinking200015326.

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15

Seon-Hee, Jo. "Imagination in Community of Inquiry." Thinking: The Journal of Philosophy for Children 16, no. 2 (2002): 39–43. http://dx.doi.org/10.5840/thinking200216219.

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16

Thomas, John C. "The Hermeneutic Community and the Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 16, no. 4 (1997): 87–103. http://dx.doi.org/10.5840/inquiryctnews19971642.

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17

Melville, Wayne, and Anthony Bartley. "Mentoring and Community: Inquiry as stance and science as inquiry." International Journal of Science Education 32, no. 6 (2009): 807–28. http://dx.doi.org/10.1080/09500690902914641.

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18

Fraser, Patti. "The Digital Shrine: Community-Engaged Art and Sharing of Memory With Seniors." LEARNing Landscapes 9, no. 2 (2016): 229–37. http://dx.doi.org/10.36510/learnland.v9i2.773.

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This narrative re ects on the artist’s involvement in two separate community-engaged art projects: a public event created to memorialize the dead and a digital storytelling project at a Seniors Centre in North Vancouver, B.C. Through a personal arts-based inquiry into ritual and memory, the two projects merge and begin to inform the artist’s work with seniors. The inquiry helps to deepen a sense of shared community and to de ne what a genuine community-engaged practice may be. This article inquires into why art matters in community-engaged work and how creative practice can create new structur

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19

Garwood, Rylan. "Autistic Students within the Community of Inquiry." Stance: an international undergraduate philosophy journal 16, no. 1 (2023): 50–61. http://dx.doi.org/10.33043/s.16.1.50-61.

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The standard pedagogy within Philosophy for Children courses is the community of inquiry. In this paper, I argue that the current form of the community of inquiry does not properly accommodate autistic students. Using observations from Benjamin Lukey alongside my personal testimony, I illustrate how autistic students may struggle within the community of inquiry. Importantly, I argue that this need not be the case, as the community of inquiry can be made more inclusive if it were to emphasize collaboration instead of verbal dialogue.

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20

Kreijns, Karel, Frederik Van Acker, Marjan Vermeulen, and Hans Van Buuren. "Community of Inquiry: Social Presence Revisited." E-Learning and Digital Media 11, no. 1 (2014): 5–18. http://dx.doi.org/10.2304/elea.2014.11.1.5.

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21

Sprod, Tim. "What is a Community of Inquiry?" Inquiry: Critical Thinking Across the Disciplines 17, no. 1 (1997): 4–28. http://dx.doi.org/10.5840/inquiryctnews199717118.

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22

Hotz, Debbie. "Worldmaking in the Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 17, no. 1 (1997): 78–80. http://dx.doi.org/10.5840/inquiryctnews199717124.

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23

Green, Lena. "The Community of Inquiry at Mendham." Thinking: The Journal of Philosophy for Children 12, no. 3 (1995): 33–34. http://dx.doi.org/10.5840/thinking19951238.

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24

Cane, Marianne. "Group Roles in Community of Inquiry." Thinking: The Journal of Philosophy for Children 16, no. 3 (2003): 12–16. http://dx.doi.org/10.5840/thinking20031633.

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25

Graham, Peg, Sally Hudson–Ross, Wynne McWhorter, et al. "Building Nets: A Collaborative Inquiry Community." English Education 29, no. 2 (1997): 90–129. http://dx.doi.org/10.58680/ee19973706.

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Recounts how a university/high school program was set up between a college of education and public school professionals--redesigning the teacher education program in secondary English at the University of Georgia was the end result. Cites the problems faced and gives a theoretical framework. Discusses early stages and relationships, as well as teacher research in teacher education. Full article available in print version only.

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26

Sharp, Ann Margaret. "What is a ‘Community of Inquiry'?" Journal of Moral Education 16, no. 1 (1987): 37–45. http://dx.doi.org/10.1080/0305724870160104.

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27

Haynes, Felicity. "Trust and the community of inquiry." Educational Philosophy and Theory 50, no. 2 (2016): 144–51. http://dx.doi.org/10.1080/00131857.2016.1144169.

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28

Sun, Yajuan. "Research on the Application of Hybrid Teaching Based on a Community of Inquiry Theoretical Model in Economics Course." Journal of Management and Humanity Research 07 (2022): 49–59. http://dx.doi.org/10.22457/jmhr.v07a042241.

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Hybrid teaching will become the new normal of education in the future. The community of inquiry theoretical model is the most mature and widely used hybrid teaching evaluation framework at present. The community of inquiry theoretical model is also the theoretical framework of hybrid teaching design and implementation. The community of inquiry theoretical model is considered to be an effective theory to explain mixed teaching. Based on the community of inquiry theoretical model, this paper designs a hybrid teaching model for the course of Economics. This paper verifies the effect of hybrid tea

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29

Shea, Peter, and Temi Bidjerano. "Measures of Quality in Online Education: An Investigation of the Community of Inquiry Model and the Net Generation." Journal of Educational Computing Research 39, no. 4 (2008): 339–61. http://dx.doi.org/10.2190/ec.39.4.b.

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The goal of this article is to present and validate an instrument that reflects the Community of Inquiry Model (Garrison, Anderson, & Archer, 2000, 2001) and inquire into whether the instrument and the model it reflects explain variation in levels of student learning and satisfaction with online courses in a higher education context. Additionally this study sought to examine the effects of two other variables—age and students' registration status—on levels of satisfaction and learning in online courses. The issue of age and the “net generation” has generated considerable interest recently

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30

Hernández Varona, Wilson, and Daniel Felipe Gutiérrez Álvarez. "English Language Student-Teachers Developing Agency Through Community-Based Pedagogy Projects." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 109–22. http://dx.doi.org/10.15446/profile.v22n1.76925.

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This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrati

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31

Arianti, Nila, and Dias Aziz Pramudita. "IMPLEMENTASI PEMBELAJARAN ABAD 21 MELALUI KERANGKA COMMUNITY OF INQUIRY DENGAN MODEL THINK PAIR SHARE." Jurnal Visi Ilmu Pendidikan 14, no. 1 (2022): 65. http://dx.doi.org/10.26418/jvip.v14i1.50290.

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21st century education is expected to produce human resources who have critical, creative, communicative, and collaborative thinking skills. The education system in Indonesia must be able to adapt to equip students with the required competencies. One of the right steps to support the mastery of 21st century skills is to apply the Community of Inquiry learning framework with the Think Pair Share model. The purpose of the research in this article is two. 1) Review the concept of the Community of Inquiry framework and the Think Pair Share learning model. 2) Describe the application of 21st centur

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32

Akyol, Zehra, D. Randy Garrison, and M. Yasar Ozden. "Online and blended communities of inquiry: Exploring the developmental and perceptional differences." International Review of Research in Open and Distributed Learning 10, no. 6 (2009): 65. http://dx.doi.org/10.19173/irrodl.v10i6.765.

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This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inqu

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33

Klein. "Who is in the Community of Inquiry?" Transactions of the Charles S. Peirce Society 49, no. 3 (2013): 413. http://dx.doi.org/10.2979/trancharpeirsoc.49.3.413.

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34

Sharp, Ann Margaret. "Self-transformation in the Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 16, no. 1 (1996): 36–47. http://dx.doi.org/10.5840/inquiryctnews199616129.

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35

Glaser, Jen. "Socrates, Friendship and the Community of Inquiry." Inquiry: Critical Thinking Across the Disciplines 16, no. 4 (1997): 22–46. http://dx.doi.org/10.5840/inquiryctnews199716417.

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36

Splitter, Laurance. "Some Reflections on Inquiry, Community and Philosophy." Inquiry: Critical Thinking Across the Disciplines 17, no. 1 (1997): 29–39. http://dx.doi.org/10.5840/inquiryctnews199717121.

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37

Anih, Stan. "Nigerian College Adopts "Community of Inquiry" Approach." Thinking: The Journal of Philosophy for Children 8, no. 3 (1989): 13–14. http://dx.doi.org/10.5840/thinking1989834.

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38

Kennedy, David. "The Community of Inquiry and Educational Structure." Thinking: The Journal of Philosophy for Children 9, no. 4 (1991): 20–23. http://dx.doi.org/10.5840/thinking1991945.

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39

Rollins, Maughn. "Epistemological Considerations for the Community of Inquiry." Thinking: The Journal of Philosophy for Children 12, no. 2 (1995): 31–40. http://dx.doi.org/10.5840/thinking199512220.

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40

Aldridge, David. "Personal Opinion: Developing a Community of Inquiry." Norsk Tidsskrift for Musikkterapi 8, no. 1 (1999): 25–35. http://dx.doi.org/10.1080/08098139909477951.

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41

Yusuf, Ziya Olpak, Yağci Mustafa, and Başarmak Uğur. "Determination of perception of community of inquiry." Educational Research and Reviews 11, no. 12 (2016): 1085–92. http://dx.doi.org/10.5897/err2016.2758.

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42

Majeski, Robin A., Merrily Stover, and Teresa Valais. "The Community of Inquiry and Emotional Presence." Adult Learning 29, no. 2 (2018): 53–61. http://dx.doi.org/10.1177/1045159518758696.

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The community of inquiry (COI) model identifies elements which are fundamental to a successful online learning experience, namely, teaching presence, cognitive presence, and social presence. The model has received empirical support as a useful framework for understanding the online learning experience. A limitation of the model is its understanding of emotional presence which, according to the COI model, is seen solely in terms of emotional expression, which, in turn, is a part of social presence. Emotional intelligence would support a much broader role for emotional presence in learning and e

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43

Payongayong, Ma Theresa. "Creating a Community of Inquiry Through Philosophy." Transactions of the National Academy of Science and Technology 27, no. 2 (2007): 306–10. https://doi.org/10.57043/transnastphl.2007.4480.

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44

Hyland, Nora E., and Susan E. Noffke. "Understanding Diversity Through Social and Community Inquiry." Journal of Teacher Education 56, no. 4 (2005): 367–81. http://dx.doi.org/10.1177/0022487105279568.

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45

Russell, Josephine. "Moral Consciousness in a Community of Inquiry." Journal of Moral Education 31, no. 2 (2002): 141–53. http://dx.doi.org/10.1080/03057240220143250.

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46

Joung, Yong Jae. "Theoretical Investigation on Implications of 'Community of Inquiry' for Science Education: Toward 'Community of Inquiry in Science Classroom'." Journal of The Korean Association For Research In Science Education 34, no. 3 (2014): 303–19. http://dx.doi.org/10.14697/jkase.2014.34.3.0303.

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47

Šimenc, Marjan. "The status of the subject in the classroom community of inquiry." Theory and Research in Education 6, no. 3 (2008): 323–36. http://dx.doi.org/10.1177/1477878508095587.

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This article deals with the issue of how to establish an authentic community of inquiry. I propose the introduction of a distinction between two stages of the community of inquiry: the stage of an emergent community of inquiry and the stage of an established community of inquiry. Further on, I propose an analysis of the structure of intentions and goals in the community of inquiry using Elster's concept of `states that are essentially by-products'. I suggest that the position of the subject be defined on the basis of the aforementioned two stages of the community: in the first stage, there is

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48

Chudaeva, Elena, Cynthia Blodgett, Guilherme Loth, and Thuvaragah Somaskantha. "Exploring Blended Learning Designs for Community College Courses Using Community of Inquiry Framework." Canadian Journal of Learning and Technology 49, no. 2 (2023): 1–31. http://dx.doi.org/10.21432/cjlt28012.

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The goal of this single-phase and convergent mixed methods study was to compare the differences in the effectiveness of the Community of Inquiry (CoI) presences of a community college blended block instructional model with the in-person counterpart. Data were gathered from the Community of Inquiry Survey, Blackboard LMS reports, and course evaluation surveys. The results indicate that students had a better overall experience with the blended course. The blended block model provided flexibility while achieving course goals. Further, findings reveal differences in all three CoI presences between

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49

Scott, Melissa, Debra Hrelic, C. Elise Thompson, Yeoun Kim-Godwin, and Omar Alzaghari. "Establishing guidelines for teaching assistants in an online accelerated RN-BSN program." Journal of Educational Research and Reviews 9, no. 11 (2021): 297–302. http://dx.doi.org/10.33495/jerr_v9i11.21.153.

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Effectively using teaching assistants is one strategy that can enhance engagement in a Community of Inquiry. This pilot study aimed to determine: 1) if standardized guidelines for teaching assistants improved student perceptions of the Community of Inquiry and 2) faculty satisfaction and intent to use the guidelines after study completion. A two-phase approach using the Community of Inquiry survey and open-ended questions assessed student perceptions of online learning and teaching assistant performance. Phase 1 data were used to develop teaching assistant guidelines. The guidelines were imple

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50

Macintyre Latta, Margaret, Leyton Schnellert, Kim Ondrik, and Murray Sasges. "Modes of Being: Mobilizing Narrative Inquiry." Qualitative Inquiry 26, no. 10 (2018): 1222–32. http://dx.doi.org/10.1177/1077800418786309.

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Narrative inquiry’s capacities to reveal relational complexities and nuances of individuals and settings in varied contexts purposefully shape the lived curriculum within a community middle school setting. The experiential narratives of students, teachers, administrators, parents, and mentors contributing to the curricular documentation of the makings of this community have not only provided a medium to access these relations but also become an educative catalyst, opening into ongoing deliberations concerning the nature of education, knowledge, and what it means to be a community, by all invol

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