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Journal articles on the topic 'Community of inquiry'

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Published: 4 June 2021

Last updated: 20 February 2023

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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 (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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5

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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6

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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7

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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8

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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9

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

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10

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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11

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

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12

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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13

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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14

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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15

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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16

Melville, Wayne, and Anthony Bartley. "Mentoring and Community: Inquiry as stance and science as inquiry." International Journal of Science Education 32, no. 6 (June 11, 2009): 807–28. http://dx.doi.org/10.1080/09500690902914641.

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17

Fraser, Patti. "The Digital Shrine: Community-Engaged Art and Sharing of Memory With Seniors." LEARNing Landscapes 9, no. 2 (April 1, 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 structures of learning and deepen bonds within community.

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18

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 (January 2014): 5–18. http://dx.doi.org/10.2304/elea.2014.11.1.5.

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19

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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20

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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21

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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22

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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23

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

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24

Haynes, Felicity. "Trust and the community of inquiry." Educational Philosophy and Theory 50, no. 2 (May 24, 2016): 144–51. http://dx.doi.org/10.1080/00131857.2016.1144169.

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25

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 teaching model based on the community of inquiry theoretical model.

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26

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 (January 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 narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

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27

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 (December 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 with a number of contradictory predictions made for younger students engaged in text-based, technology-mediated learning environments. Previous research indicates that student registration status serves as a relatively reliable predictor of commitment to degree and likely persistence in higher education (Horn & Neville, 2006)—does commitment to degree predict satisfaction and likely persistence with online learning in the same manner? We sought to inquire into the amount of variance these variables predict relative to constructs in the Community of Inquiry Framework. Results indicated that the instrument provides a coherent factor structure that reflects the Community of Inquiry Model. Other findings provide new insight into additional variables that account for variation in students' satisfaction, reported learning, and cognitive presence in text-based, asynchronous online environments.

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28

Macintyre Latta, Margaret, Leyton Schnellert, Kim Ondrik, and Murray Sasges. "Modes of Being: Mobilizing Narrative Inquiry." Qualitative Inquiry 26, no. 10 (July 12, 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 involved. Grounded in Dewey’s primary notion of experience, participatory practices position each community member to bring their narratives of experience into the makings and remakings of community, elucidating modes of being and associated habits. Representative voices illuminate the mobilizing potential of narrative inquiry as a vital medium for reframing education within all institutions, communities, and beyond.

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29

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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30

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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31

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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32

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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33

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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34

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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35

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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36

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

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37

Yusuf, Ziya Olpak, Yağci Mustafa, and Başarmak Uğur. "Determination of perception of community of inquiry." Educational Research and Reviews 11, no. 12 (June 23, 2016): 1085–92. http://dx.doi.org/10.5897/err2016.2758.

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38

Majeski, Robin A., Merrily Stover, and Teresa Valais. "The Community of Inquiry and Emotional Presence." Adult Learning 29, no. 2 (March 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 embrace to a larger extent how emotions play out in the learning process, than singularly “emotional expression” in the original COI framework. Thus, the article first presents a conceptualization of emotional presence in terms of emotional intelligence. Second, it discusses the relationship of emotional presence to teaching presence and how teaching presence may foster emotional presence in learners. Finally, how emotional presence in teaching presence may foster social presence and cognitive presence in learners and lead to successful learning is presented.

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39

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

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40

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

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41

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 (May 30, 2014): 303–19. http://dx.doi.org/10.14697/jkase.2014.34.3.0303.

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42

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 (January 7, 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 century learning through the Community of Inquiry framework with the Think Pair Share model. The research method used is the qualitative method. Data collection techniques use observation, documentation, and interviews. The results of the research in this article are two, namely 1) Knowing the concept of the Community of Inquiry framework and the Think Pair Share learning model. 2) Application of 21st century learning through the Community of Inquiry framework with the Think Pair Share model.AbstrakPendidikan abad 21 diharapkan dapat menghasilkan sumber daya manusia yang memiliki keterampilan berpikir kritis, kreatif, komunikatif, dan kolaboratif. Sistem pendidikan di Indonesia harus mampu beradaptasi untuk membekali siswa dengan kompetensi yang dibutuhkan. Salah satu langkah yang tepat dilakukan untuk menunjang penguasaan keterampilan abad 21 yaitu dengan menerapkan kerangka pembelajaran Community of Inquiry dengan model Think Pair Share. Tujuan penelitian pada artikel ini ada dua. 1) Mengkaji konsep kerangka Community of Inquiry dan model pembelajaran Think Pair Share. 2) Mendeskripsikan penerapan pembelajaran abad 21 melalui kerangka Community of Inquiry dengan model Think Pair Share. Metode penelitian yang digunakan ialah metode kualitatif. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan wawancara. Hasil penelitian pada artikel ini ada dua yaitu 1) Mengetahui konsep kerangka Community of Inquiry dan model pembelajaran Think Pair Share. 2) Penerapan pembelajaran abad 21 melalui kerangka Community of Inquiry dengan model Think Pair Share.

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43

Bruce, Bertram C., and Naomi Bloch. "Pragmatism and Community Inquiry: A Case Study of Community-Based Learning." Education and Culture 29, no. 1 (2013): 27–45. http://dx.doi.org/10.1353/eac.2013.0004.

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44

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 (December 23, 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 inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

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45

Šimenc, Marjan. "The status of the subject in the classroom community of inquiry." Theory and Research in Education 6, no. 3 (November 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 a community consisting of equal individuals who voluntarily engage in dialogue, whereas in the second stage there is a subject who is not engaged in dialogue, but arises in it at a certain point. It seems that it is the internalized dialogical community, in which the participants are equal and strive for clarity and transparency, that generates the necessary space for the particular foundation of the subject to show itself — the particular foundation that is not yet captured in reflection and that defies articulation in dialogue.

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46

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 (November 17, 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 implemented in phase 2, and the survey was repeated. Faculty perceptions of the guidelines were ascertained through a separate survey. Descriptive and bivariate statistics measured quantitative data. Narrative analysis and NVivo software explored open-ended items.Students surveyed in Phase 1 reported positive perceptions of the Community of Inquiry on a 5-point Likert Scale (with 1 indicating strongly agree ad 2 indicating agree). Phase 2 revealed that students maintained positive perceptions of the Community of Inquiry, however, they were less positive than Phase 1. T-tests indicated no improvement in student perceptions after guideline implementation. Student concerns regarding the teaching assistant's performance were consistent in both phases. The faculty found guidelines helpful and intended to use them in the future. Student perceptions of Community of Inquiry in courses utilizing guidelines wereless positive than students taking classes without guidelines. Multifactorial issues, mainly COVID-19, impacted survey participation, engagement, andimplementation of guidelines. Despite this, findings led faculty to determine best practices for teaching assistants in accelerated online courses. Keywords: Teaching assistants, online learning, community of inquiry, guidelines.

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47

Fiorenza, Elisabeth Schüssler. "Commitment and Critical Inquiry." Harvard Theological Review 82, no. 1 (January 1989): 1–11. http://dx.doi.org/10.1017/s0017816000015996.

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We are called together here to mark the beginning of a new school year with a symbolic act—a convocatio. As cultural anthropologists tell us, such ritual symbolic acts function simultaneously to induct participants into the common lifeworld of a community and to hold up to them shared values and visions. The convocation address provides an opportunity to reflect critically on the ritual act itself and on the shared visions and values it embodies. Such exploration can uncover tensions and contradictions in how the community sees itself and the world, contradictions that provide openings and challenges for change. By reflecting on these tensions I seek to display the first step in a feminist theological practice. The inclusion of the previously excluded as theological subjects, I argue, calls for a paradigm shift from a value-detached scientism to a public rhetoric, from a hermeneutical model of conversation to a practical model of collaboration.

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48

Hussien, Suhailah, Rosnani Hashim, and Mohd Kaziman Abd. Wahab. "IMPROVING STUDENTS’ INQUIRY SKILLS IN ISLAMIC EDUCATION THROUGH HIKMAH PEDAGOGY AND COMMUNITY OF INQUIRY." Malaysian Journal of Learning and Instruction 18, No.2 (July 31, 2021): 189–214. http://dx.doi.org/10.32890/mjli2021.18.2.7.

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Purpose – Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how Hikmah pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students’ inquiry skills in learning Islamic Education. Method – This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students’ reflective journaling. Analysis of classroom discourse was conducted according to Bloom’s Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students’ journals were analysed thematically to examine how Hikmah pedagogy empowered their thinking. Findings – The study found that after four Hikmah pedagogy sessions, students’ thinking improved from lower-order to higher-order thinking (HOT) based on the students’ level of questions posed in the Hikmah sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students’ journals showed that students found Hikmah pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance – Results of the study have shown that Hikmah pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.

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49

Zorzi, Eleonora, and Marina Santi. "improvising inquiry in the community: the teacher profile." childhood & philosophy 16, no. 36 (March 26, 2020): 01–17. http://dx.doi.org/10.12957/childphilo.2020.46692.

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Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in the community. To develop these two educational and formative perspectives, participants students and particularly teachers must first acquire a “readiness” for improvisation which is a sort of complex attitude. Some results of previous research on improvisation are presented to explain and emphasize the features of this complex disposition. Teachers who improvise suddenly open a window on events happening in the community, serving as an example for the class which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time.

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Annand, David. "Social presence within the community of inquiry framework." International Review of Research in Open and Distributed Learning 12, no. 5 (June 29, 2011): 40. http://dx.doi.org/10.19173/irrodl.v12i5.924.

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<p>The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework’s underlying assumption of the need for sustained, contiguous, two-way communication in higher-level online learning environments. The CoI framework has evolved from the description of a learning process within a social constructivist paradigm to an empirically testable construct in an objectivist paradigm. Related research results indicate that social presence does not impact cognitive presence in a meaningful way and that best teaching practices suggested by CoI-based studies are informed by objectivist, cognitively oriented learning theories. These suggest that higher-order cognition may be achieved through wide and varied combinations of learner–teacher, learner–content, and learner–learner interaction. Controlled studies can and should be undertaken to compare learning outcomes using sustained, contiguous, two-way communication to other learning models. To facilitate this, subcategories of social and teaching presences need to be revamped and analysis adjusted to separate processes that support explicitly group-based learning activities from those used by individual students.</p>

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