Community of Inquiry and Fully Online Learning Community Reflection

by Michael MacKay

May 8th, 2020

I found this week’s readings very intriguing because of the COVID-19 pandemic forcing educators to adapt an online education model. Many of these articles included realistic frameworks, concepts, and models that will have a direct impact on my professional practice and online presence in the future. These articles touched on many “problems that are relevant to [my] real-world experiences” (van Oostveen et al., 2016).

As stated in previous posts, my goal is to become an educational technology expert. Many of these articles reinforced and gave credence to my current practice. Garrison’s (2000) Community of Inquiry touches on the need for social, cognitive, and teaching presence in educational practices. When I impose this model on the constructivist approach, I find many of the issues and hurdles teachers face when adopting constructivism could be solved. For example, many teachers feel that a constructivist approach means the teacher becomes a bystander, but applying Garrison’s (2000) model help reinforce the need for the teacher to build, manage, and direct understanding.

The Fully Online Learning Community (van Oostveen et al., 2016) attempts to unite and build upon MOOCs (Massive Open Online Course) by incorporating a PBL (Project-Based Learning) design philosophy in a Community of Inquiry (CoL) model. I find this marriage of ideas a near-perfect generalization of what I view as a modern teaching approach, both online and in the classroom. I will be using this article as evidence in the future for justification of my practice and readings for future educators looking to adopt a similar model.


Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education2(2), 87–105.

Blayone, T. J. B., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education14(1), 1–16.

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