Keywords
Teacher Training
Higher Education
How to Cite
License
Copyright (c) 2025 Nora Cechovsky
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
The Community of Inquiry Framework is a concept for the design of online courses that has already been tried and tested in the higher education sector. It aims to develop a community of inquiry (CoI) in order to compensate for the weaknesses of online teaching, taking into account cognitive presence, teaching presence and social presence. Based on this model, this article presents the further development of an online course for academic writing skills in a bachelor’s degree programme in vocational teacher education. To this end, group discussions with students were conducted, transcribed and analysed. The results show that students feel noticed when teachers provide transparent information about the course and detailed feedback. A sense of belonging is promoted in particular by discussions in breakout rooms. To promote cognitive presence, students believe that a practical problem that can be discussed in an open discussion climate online is suitable. In terms of teaching presence, students consider timely and transparent information regarding the requirements of the course to be relevant. These aspects are considered in the further development of the course. The prototype of the course is described in the article.
References
Akyol, Zehra, und D. Randy Garrison. 2011. «Assessing metacognition in an online community of inquiry». The Internet and Higher Education 14 (3): 183 – 90. https://doi.org/10.1016/j.iheduc.2011.01.005.
Ammenwerth, Elske, Werner O. Hackl, Michael Felderer, und Alexander Hörbst. 2017. «Gruppendiskurse im virtuellen Lernraum. Förderung und Evaluierung der Critical Inquiry». In Bildungsräume: Proceedings der 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft. 5. bis 8. September 2017 Chemnitz, herausgegeben von Christoph Igel, 170 – 76. Münster, New York: Waxmann. https://doi.org/10.25656/01:16130.
Annand, David. 2019. «Limitations of the Community of Inquiry Framework». International Journal of E-Learning & Distance Education 34 (2). https://files.eric.ed.gov/fulltext/EJ1242715.pdf.
Anson, Chris M. 2023. «Teacher Feedback Tools». In Digital Writing Technologies in Higher Education, herausgegeben von Otto Kruse, Christian Rapp, Chris M. Anson, Kalliopi Benetos, Elena Cotos, Ann Devitt, und Antonette Shibani, 183 – 202. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-36033-6_12.
Arbaugh, J. B., Martha F. Cleveland-Innes, Sebastian R. Diaz, D. Randy Garrison, Philip Ice, Jennifer C. Richardson, und Karen P. Swan. 2008. «Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample». The Internet and Higher Education 11 (3 – 4): 133 – 36. https://doi.org/10.1016/j.iheduc.2008.06.003.
Biggs, John B., Catherine So-kum Tang, und Gregor Kennedy. 2022. Teaching for Quality Learning at University: What the Student Does. Fifth edition. SRHE and Open University Press Imprint. Maidenhead: McGraw-Hill/Open University Press.
Bozkurt, Aras, und Olaf Zawacki-Richter. 2021. «Trends and Patterns in Distance Education (2014 – 2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape». irrodl 22 (2): 19 – 45. https://doi.org/10.19173/irrodl.v22i2.5381.
Carrillo, Carmen, und Maria Assunção Flores. 2020. «COVID-19 and teacher education: a literature review of online teaching and learning practices». European Journal of Teacher Education 43 (4): 466 – 87. https://doi.org/10.1080/02619768.2020.1821184.
Cechovsky, Nora, Johanna Pichler, und Kerstin Schaferl. 2022. «Soziale Interaktion und Soziale Präsenz in der Distanz- und Präsenzlehre an der Hochschule». In Hochschuldidaktik gestern – heute – morgen: Tagungsband 10. Tag der Lehre der FH OÖ, herausgegeben von Gisela Schutti-Pfeil, Antonia Darilion, und Barbara Ehrenstorfer, 48 – 58. Linz.
Cleveland-Innes, Martha F., Stefan Stenbom, und D. Randy Garrison, Hrsg. 2024. The Design of Digital Learning Environments. Online and Blended Applications of the Community of Inquiry. New York: Routledge. https://doi.org/10.4324/9781003246206.
Dresing, Thorsten, und Thorsten Pehl, Hrsg. 2018. Praxisbuch Interview, Transkription & Analyse: Anleitungen und Regelsysteme für qualitativ Forschende. 8. Auflage. Marburg: Eigenverlag. https://www.audiotranskription.de/wp-content/uploads/2024/06/Praxisbuch_09_02_Web2.pdf.
Garrison, D. Randy. 2022. «Shared Metacognition in a Community of Inquiry». Online Learning 26 (1): 6 – 18. https://eric.ed.gov/?id=ej1340664.
Jonassen, David, Mark Davidson, Mauri Collins, John Campbell, und Brenda Bannan Haag. 1995. «Constructivism and computer-mediated communication in distance education». American Journal of Distance Education 9 (2): 7 – 26. https://doi.org/10.1080/08923649509526885.
Kruse, Otto. 2016. «Wissenschaftliches Schreiben forschungsorientiert unterrichten». In Wissenschaftliches Schreiben in Natur- und Technikwissenschaften. Neue Herausforderungen der Schreibforschung, herausgegeben von Andreas Hirsch-Weber, und Stefan Scherer, 29 – 53. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-12211-9_3.
Kühn, Thomas, und Kay-Volker Koschel. 2018. Gruppendiskussionen: Ein Praxis-Handbuch. 2. Aufl. 2018. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-18937‑2.
Mäder, Susanne. 2013. «Die Gruppendiskussion Als Evaluationsmethode – Entwicklungsgeschichte, Potenziale und Formen». Zeitschrift für Evaluation 12 (1): 23 – 51.
Mayring, Philipp. 2015. Qualitative Inhaltsanalyse. Grundlagen und Techniken. 12. Aufl. Weinheim, Basel: Beltz.
Morgan, David. 1997. Focus Groups as Qualitative Research. California: Sage. https://doi.org/10.4135/9781412984287.
Norz, Lisa-Maria, Hackl, Werner, O., Nils Benning, Petra Knaup-Gregori, und Elske Ammenwerth. 2023. «Development and Validation of the German Version of the Community of Inquiry Survey». Online Learning 27 (1): 468 – 84. https://eric.ed.gov/?id=ej1382734.
Oyarzun, Beth, Charlotte Hancock, Spencer Salas, und Florence Martin. 2021. «Synchronous meetings, community of inquiry, COVID-19, and online graduate teacher education». Journal of Digital Learning in Teacher Education 37 (2): 111 – 27. https://doi.org/10.1080/21532974.2021.1890653.
Reeves, Thomas C. 2000. «Alternative Assessment Approaches for Online Learning Environments in Higher Education». Journal of Educational Computing Research 23 (1): 101 – 11. https://doi.org/10.2190/GYMQ-78FA-WMTX-J06C.
Reinmann, Gabi, Dominikus Herzberg, und Alexa Kristin Brase. 2024. Forschendes Entwerfen: Design-Based Research in der Hochschuldidaktik. Zukunft der Hochschule 7. Bielefeld: transcript.
Ryan, Richard M., und Edward L. Deci. 2020. «Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions». Contemporary Educational Psychology 61:101860. https://doi.org/10.1016/j.cedpsych.2020.101860.
Schreier, Margrit, Gerald Echterhoff, Jana F. Bauer, Nicole Weydmann, und Walter Hussy. 2023. Forschungsmethoden in Psychologie und Sozialwissenschaften für Bachelor. Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-66673-9.
Stenbom, Stefan, und Martha F. Cleveland-Innes. 2024. «Introduction to the Community of Inquiry theoretical framework». In The Design of Digital Learning Environments. Online and Blended Applications of the Community of Inquiry, herausgegeben von Martha F. Cleveland-Innes, Stefan Stenbom, und D. Randy Garrison, 3 – 25. New York: Routledge. https://doi.org/10.4324/9781003246206-2.
The Community of Inquiry. 2025. «The Community of Inquiry: About The Framework». https://www.thecommunityofinquiry.org/framework.
Vaughan, Norman D., Deborah Dell, Martha F. Cleveland-Innes, und D. Randy Garrison. 2023. Principles of Blended Learning: Shared Metacognition and Communities of Inquiry. Issues in distance education series. Athabasca, Alberta: AU Press.
Vaughan, Norman D., D. Randy Garrison, und Martha F. Cleveland-Innes. 2013. Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Issues in distance education. Edmonton, AB: AU Press Athabasca University.
Witzel, Andreas. 2000. «Das Problemzentrierte Interview». Forum qualitative Sozialforschung 1 (1). https://doi.org/10.17169/fqs-1.1.1132.
Xin, Cindy. 2012. «A Critique of the Community of Inquiry Framework». IJEDE 26 (1). https://www.ijede.ca/index.php/jde/article/view/755.