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Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985 Copyright: CC-BY

Summary of Instructional Activities for CoI

Seven principles of good practice for the online environment | CoI framework presences | Instructional activities (Fiock. 2020, CC-BY; bronnen te vinden artikel)
Student-teacher contact | Social presence | Create a “Meet Your Classmates” section of your course where you and students introduce yourselves to one another (Richardson, Ice, & Swan, 2009). Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009). Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009). Encourage students to share experiences and beliefs in online discussion (Richardson et al., 2009). Encourage and support vicarious interaction (Richardson et al., 2009). Use short videos of yourself to introduce the course and particular topics (Richardson et al., 2009; Seckman, 2018). Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text, or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Richardson et al., 2009; Stephens & Roberts, 2017). Work within teams but change roles amongst students (Richardson et al., 2009). Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017). When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000). Consider conducting one-on-few coaching and mentoring; online course orientations (Lowenthal & Dunlap, 2018; Rovai, 2000). Have dedicated discussion for course introductions to help build a sense of community (Rovai, 2000). Provide opportunities for student and teacher profiles within learning management system (Lowenthal & Parscal, 2008). Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018). Share personal stories, professional experiences, and use emoticons (Lowenthal & Parscal, 2008). Address students by name (Lowenthal & Parscal, 2008). Make many human connections early in the course to ensure all students feel comfortable communicating with you and each other (Dunlap & Lowenthal, 2018).
Cognitive presence | Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009). Reflect on student-teacher interactions (Redmond, 2014).
Teaching presence | Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009). Design diverse, graded activities to be completed every week (Richardson et al., 2009). Explicitly introduce students to the importance of student-to-student interaction (Stewart, 2017). Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson, Bishop, & Ferdinand-James, 2017). Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017). When possible, have course sizes with a smaller student-instructor ratio (Rovai, 2000). Limit class size (Lowenthal & Parscal, 2008). Promptly answer email (Lowenthal & Parscal, 2008). Show your character; personality is a good thing (Dunlap & Lowenthal, 2018). Have a sense of humor and share it if and when appropriate (Dunlap & Lowenthal, 2018).
Cooperation among students | Social presence | Develop initial course activities (e.g., ice breakers) to encourage the development of swift trust (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Model and encourage the use of verbal immediacy behaviors in interactions with students (Richardson et al., 2009). Encourage students to share experiences and beliefs in online discussion; show multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017). Make participation in discussion a significant part of course grades (Richardson et al., 2009). Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009). Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009). Encourage and support vicarious interaction (Richardson et al., 2009). Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009). Design community building activities; allow students to rename generic groups for personalization (Richardson et al., 2009; Stephens & Roberts, 2017). Design collaborative activities—problem solving tasks, projects, small group discussions (Richardson et al., 2009). Consider including real time communications using applications such as chat, collaborative whiteboards, interactive video, text or virtual messaging (Lowenthal & Dunlap, 2018; Richardson et al., 2009; Seckman, 2018). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Work within teams but change roles amongst students (Richardson et al., 2009). Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017). Create areas where students can communicate with each other (class email, student discussion tab, virtual social café, etc.; Peacock & Cowan, 2016; Stewart, 2017). Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap, Verma, & Johnson, 2016). Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015).
Cognitive presence | Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009). Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017). Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009). Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017). Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017). Provide student’s views and comments in conversations (matching students with similar ideas; Stewart, 2017). Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016). Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Szeto, 2015). Provide opportunities for higher order learning and experiential learning to engage students (Dunlap & Lowenthal, 2018). Reflect on group work or peer-supported learning experiences (Redmond, 2014).
Teaching presence | Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009). Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009). Be active in discussion boards; however, be aware that posting instructor ideas too soon can stop student discussion (Watson et al., 2017). Establish an appropriate social climate for in-group and cross-group communication that contributes to cultivating learning experiences (Stephens & Roberts, 2017; Szeto, 2015). Structure collaborative learning activities (Lowenthal & Parscal, 2008). Use group work strategies (Lowenthal & Parscal, 2008). Contribute to discussion forum throughout the week (Lowenthal & Parscal, 2008). Use collaborative group projects to have students work on topics of their own choosing that still meet learning objectives of the course (Dunlap & Lowenthal, 2018).
Active learning | Social presence | Make participation in discussion a significant part of course grades (Richardson et al., 2009). Require discussion participants to respond to their classmates’ postings and/or to respond to all responses to their own postings (Richardson et al., 2009). Make students responsible for sustaining discussion threads (Richardson et al., 2009). Make students summarize discussion threads (Richardson et al., 2009). Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009). Require students to incorporate materials from the discussions in their assignments (Richardson et al., 2009). Use tracking mechanisms to reward reading as well as responding to messages (Richardson et al., 2009). Journal or otherwise interact with your students on an individual and personal basis (Richardson et al., 2009). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Incorporate audio and video within the course content (Lowenthal & Parscal, 2008; Seckman, 2018). Let students post video responses, use apps like screencasting (Dunlap & Lowenthal, 2018; Seckman, 2018).
Cognitive presence | Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009). Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009). Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009). Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions (Richardson et al., 2009; Stephens & Roberts, 2017). Require discussion summaries that identify steps in the knowledge creation process (Richardson et al., 2009). Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017). Use online discussion and writing activities to support conceptual learning and divergent thinking (Richardson et al., 2009). Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009). Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009). Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009). Developing discussions about students’ intellectual property (their own ideas; Stewart, 2017). Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017). Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016). Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018). Provide students opportunities where they can complete projects and simulations, engage in service learning and fieldwork (Dunlap et al., 2016). Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000). Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000). Develop open-ended critical thinking discussion questions (Lowenthal & Parscal, 2008). Incorporate reflective activities (Lowenthal & Parscal, 2008). Let students create and post materials, search out and post resources (Dunlap & Lowenthal, 2018).
Teaching presence | Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009). Restrain from being overly “present” in online discussions, rather facilitate student interaction (Richardson et al., 2009). Apply collaborative learning principles to support small group discussion and collaborative projects (Richardson et al., 2009). Clearly state course goals and instructional expectations (Richardson et al., 2009). Provide a detailed course schedule including due dates for all assignments (Richardson et al., 2009). Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009). Clearly explain to students that course participation is not only a requirement, but a graded component of the course (Rovai, 2000). Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008). Create opportunities for students to solve their problems (Dunlap & Lowenthal, 2018).
Prompt feedback | Social presence | Use audio/video to embed feedback on assignments within them (Lowenthal & Dunlap, 2018; Richardson et al., 2009). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Personalized feedback; one-to-one emails (Lowenthal & Dunlap, 2018). Walk-through or how-to screencasts/videos regarding specific feedback (Lowenthal & Dunlap, 2018). Use of phone calls (Lowenthal & Dunlap, 2018). Use peer review for relationship building (Lowenthal & Dunlap, 2018).
Cognitive presence | Use peer review of discussion postings to shape responses (Richardson et al., 2009; Stephens & Roberts, 2017). Develop grading rubrics for discussion and course activities that reward desired cognitive behaviors (Richardson et al., 2009). Provide frequent opportunities for testing and feedback (Richardson et al., 2009). Automate testing and feedback when possible (Richardson et al., 2009). Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009). Use peer evaluations in the form of feedback (Rovai, 2000; Stephens & Roberts, 2017). Construct a formative assessment scheme for peer-supported learning that enhances both the student learning and instructor teaching experiences (Stephens & Roberts, 2017; Szeto, 2015). Provide relevant individual and group feedback in a timely manner; feedback is essential, and be specific in your feedback (Dunlap & Lowenthal, 2018).
Teaching presence | Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009). Provide students with timely and supportive feedback, personalized feedback, one-to-one emails (Lowenthal & Dunlap, 2018; Richardson et al., 2009). Design diverse, graded activities to be completed every week (Richardson et al., 2009). Prepare for timely return of assignments and prompt response to students in email, chat, or discussion (Watson et al., 2017). Provide constructive and timely feedback to students (Watson et al., 2017). Provide feedback, even if feedback consists of a simple acknowledgement that the work was received (Rovai, 2000). Provide immediate feedback; post timely questions; share finished learning artifacts between groups of students (Szeto, 2015). Use continuous and authentic assessment strategies (Lowenthal & Parscal, 2008). Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008). Grade frequently; every week or more often (Dunlap & Lowenthal, 2018). Make sure feedback is clear, explicit, and includes opportunities to ask questions for clarity (Dunlap & Lowenthal, 2018).
Time on task | Social presence | Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Instead of a text-based announcement, use a video walk through (Dunlap & Lowenthal, 2018; Seckman, 2018). Provide online orientation to the course, course video walk through (Lowenthal & Dunlap, 2018).
Cognitive presence | Identify important knowledge, skills, and attitudes students should learn and develop additional course activities around their assessment (Richardson et al., 2009). Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009). Avoid extraneous video and audio, do not add redundant on-screen text (Richardson et al., 2009). Begin presentations with descriptions of components and organization (Richardson et al., 2009). Allow learners to control the pace of presentations (Richardson et al., 2009).
Teaching presence | Design and review courses for clarity and consistency (Richardson et al., 2009). Ensure courses are well organized and that the organization is clear to students and easy to navigate; online course orientation (Lowenthal & Dunlap, 2018; Richardson et al., 2009). Provide suggested due dates for initial postings that promote mid-week engagement as opposed to weekend only postings (Lowenthal & Parscal, 2008). Promptly answer email (Lowenthal & Parscal, 2008). Send progress reports on participation and quality of postings (Lowenthal & Parscal, 2008). Have effective assessment tools/rubrics so students know how they are being assessed (Dunlap & Lowenthal, 2018). Map out all course requirements in advance so you and your students can plan out the workload at the start of the course (Dunlap & Lowenthal, 2018). Make sure your students can’t get lost—make sure they know your expectations, what they should be doing, when it needs to be done, and your expectations for the course (Dunlap & Lowenthal, 2018). Structure online learning resources so materials are one click away (Dunlap & Lowenthal, 2018). Address universal design for learning (UDL) principles in all created materials (Dunlap & Lowenthal, 2018).
Communicate high expectations | Social presence | Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009). Explicitly explain to students to the importance of student-to-student interaction so that they can view classmates’ perspectives as valuable (Stewart, 2017). Create areas where students can communicate with each other (class email, student discussion tab, etc.; Stewart, 2017). Post introductions and expectations document before students are given access to the course (Lowenthal & Parscal, 2008).
Cognitive presence | Identify big ideas you want students to take away from your course and develop major course activities around their assessment (Richardson et al., 2009). Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009). Use content and process scaffolds to support discourse behaviors (Richardson et al., 2009). Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009). Allow areas (discussions, blogs, wikis, virtual café, and journals) where students can hear other students’ intellectual property (their own ideas; Peacock & Cowan, 2016; Stewart, 2017). Model and provide structured guidance; offer examples of papers and projects for samples (Watson et al., 2017). Model higher-order thinking by frequently asking questions that probe students’ knowledge (Rovai, 2000).
Teaching presence | Explicitly introduce students to the unique nature and learning potential of online discussion (Richardson et al., 2009). Provide students with explicit and redundant instructions for all course activities (Richardson et al., 2009). Make goals clear and use redundancy (Richardson et al., 2009). Provide clear grading guidelines including rubrics for complex assignments (Richardson et al., 2009). Provide students’ views and comments in conversations (matching students with similar ideas; Stewart, 2017). Provide instructor availability so students are aware of instructor response time (Watson et al., 2017). Be concrete and explicit with instructions for all activities, assignments, and projects (Dunlap & Lowenthal, 2018). Make everything explicit: say more than you think you need to say (Dunlap & Lowenthal, 2018).
Respect diverse ways of learning | Social presence | Establish rules of Netiquette for your course (Richardson et al., 2009; Stephens & Roberts, 2017). Encourage students to share experiences and beliefs in online discussion; allow for multiple perspectives (Richardson et al., 2009; Stephens & Roberts, 2017). Have students serve as experts (e.g., lead a discussion; Richardson et al., 2009). Consider incorporating Web 2.0 applications in course activities, especially social software such as blogs, wikis, etc. (Peacock & Cowan, 2016; Richardson et al., 2009; Stephens & Roberts, 2017). Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016).
Cognitive presence | Provide multiple representations of the knowledge you want students to learn and multiple activities for practicing desired skills (Richardson et al., 2009; Stephens & Roberts, 2017). Encourage experimentation, divergent thinking, and multiple perspectives in online discussion through provocative, open-ended questions, authentic products (Richardson et al., 2009; Stephens & Roberts, 2017). Model, support, and encourage diverse points of view in online discussion (Richardson et al., 2009; Stephens & Roberts, 2017). Use self-testing, practice assignments, simulations, and other interactive activities to support skill development and convergent thinking (Richardson et al., 2009). Develop general learning modules with opportunities for active learning, assessment, and feedback that can be shared among courses and/or accessed by students for remediation or enrichment (Richardson et al., 2009). Present words in spoken form, use words and pictures simultaneously to explain concepts (Richardson et al., 2009). Use group discussion, group brainstorming sessions, and journaling/blogging to encourage reflective observation (Dunlap et al., 2016). Involve students with video, case studies, labs, stories, simulations, and games (Dunlap et al., 2016). Provide video/audio lectures, have students complete readings, write position papers, and model building (Dunlap et al., 2016; Seckman, 2018). Develop student- or teacher-led discussion groups, debates, projects, and collaborative learning groups (Rovai, 2000). Consider collaborative work where students can share alternative viewpoints with each other (Rovai, 2000).
Teaching presence | Provide frequent opportunities for both public and private interactions with students (Richardson et al., 2009). Design courses for learner choice, flexibility, and control (Richardson et al., 2009). Design learning experiences that address all learning preferences/styles; authentic products (Dunlap & Lowenthal, 2018; Stephens & Roberts, 2017). Account for cultural differences (Dunlap & Lowenthal, 2018).