Searching for Evidence of a Community of Inquiry in an Online Professional Development Course
Elsa Billings, San Diego State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated the development of an online Community of Inquiry (COI) amongst a cohort of 21 California teachers enrolled in an online professional development course on diversity preparation. The course was one of a year-long course series required by the school district. The study framed its investigation of the development of an online COI around three elements as outlined by a Model of Community Inquiry. These elements include cognitive presence, social presence, and teaching presence (Garrison, Anderson & Archer, 2000). The study drew on descriptive statistics, as well as a category of content analysis called conceptual analysis, to investigate patterns in online interactions. Findings were positive and demonstrated that although the coerced nature of the course enrollment yielded a less than ideal learning environment, the indicators of a developing COI were present within this online professional development course.
Billings, E. (2009). Searching for Evidence of a Community of Inquiry in an Online Professional Development Course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2733-2737). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/31053/.