You are here:

A case study of the community of inquiry of the online workshop in Japan

, Northern Arizona University, United States

Northern Arizona University . Awarded


This study explores collaborative online learning experiences of Japanese in-service teachers. Since 2009, Japanese teachers are required to take 30-hour of mandatory professional development seminars every 10 years. It has been four years since the seminars were required and one third of Japanese teachers choose to take those seminars via distance education. However there was only one study reported one of those seminars offered via distance education. To investigate teachers’ learning experiences in distance seminars, I designed an informal online workshop for Japanese in-service teachers. Their collaborative online learning experiences (online discussion forums) were analyzed using the community of inquiry framework. This study discovered that the teachers were guided to think more critically (cognitive presence) by online instructors’ facilitation (teaching presence). The teachers developed trusting environments and inter-personal relationships (social presence) when they shared technology projects (digital storytelling) with each other.


Ono, E. A case study of the community of inquiry of the online workshop in Japan. Ph.D. thesis, Northern Arizona University. Retrieved April 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or