K-12 Community of Inquiry: A Case Study of the Applicability of the Community of Inquiry Framework in the K-12 Online Learning Environment

Teaching practices and rationales of experienced online social studies teachers at one fully online high school in the southeastern United States were aligned with the Community of Inquiry theoretical framework using the descriptive case study method. The practices and beliefs of three male teachers...

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Bibliographic Details
Published in:Journal of online learning research 2020, Vol.6 (1), p.35
Main Authors: Sanders, Kyle, Lokey-Vega, Anissa
Format: Article
Language:English
Subjects:
Beliefs
Communities of Practice
Educational Environment
Educational Practices
Electronic Learning
Elementary Secondary Education
Experienced Teachers
High School Students
High School Teachers
Inquiry
Integrated Learning Systems
Online Courses
Social Studies
Teacher Attitudes
Teacher Student Relationship
Teaching Methods
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Summary:Teaching practices and rationales of experienced online social studies teachers at one fully online high school in the southeastern United States were aligned with the Community of Inquiry theoretical framework using the descriptive case study method. The practices and beliefs of three male teachers and one female teacher, all with three or more years of experience in the online classroom, were studied using interviews, observations, and document analysis. Results led to an adaptation of the Community of Inquiry framework to the K-12 setting entitled the K-12 Community of Inquiry framework. Further research is needed to identify practices of K-12 fully online teachers for all subject areas and to verify the applicability of the K-12 Community of Inquiry framework.
ISSN:2374-1473
2374-1473