This paper is a critical appraisal of Lee’s framework (2020)
for the Community of Inquiry (CoI) pedagogy in light of
Garrison’s work (2000, 2001, 2010, 2016, 2017) in the context
of synchronous and asynchronous distance learning. Using
the latter as springboard, Lee’s CoI framework is examined
based on Garrison’s three presences: cognitive, social, and
teaching presence. The paper discusses the similarities
between Lee’s CoI and Garrison’s CoI, and expounds on
the differences between the two (i.…
Read moreThis paper is a critical appraisal of Lee’s framework (2020)
for the Community of Inquiry (CoI) pedagogy in light of
Garrison’s work (2000, 2001, 2010, 2016, 2017) in the context
of synchronous and asynchronous distance learning. Using
the latter as springboard, Lee’s CoI framework is examined
based on Garrison’s three presences: cognitive, social, and
teaching presence. The paper discusses the similarities
between Lee’s CoI and Garrison’s CoI, and expounds on
the differences between the two (i.e. the end goal of a CoI
for cognitive presence, the realization of asynchronous
social presence, and the role of the facilitator in teaching
presence). It also presents practical suggestions to improve
Lee’s CoI in a distance education setting. Lastly, it concludes
with institutional recommendations for applying CoI for
distance learning in the Philippine context.
