Community of Inquiry (CoI) Wisdom Communities (WisCom)

Focus: Online learning communities Focus: Online learning communities

Emphasis: Interaction and collaboration Emphasis: Interaction and collaboration in

in learning learning

View of online learning: Construction of View of online learning: Process of acquiring

meaning through interaction new knowledge and skills

Goal: Supportive and inclusive online Goal: Supportive, inclusive and culturally diverse
learning environment online learning environment

Components: Social Presence, Cognitive Components: Culture, Learning, Community,

Presence, Teaching Presence Design, Technology

Focus on elements supporting learning: Focus on elements supporting learning:

Specific Comprehensive

Consideration of cultural diversity: Not Consideration of cultural diversity: Strong

explicitly addressed emphasis

Consideration of technology: Not Consideration of technology: Recognized as

 Community of Inquiry (CoI) Wisdom Communities (WisCom)

addressed in detail important for facilitating interaction

The Community of Inquiry (CoI) Theoretical Framework is a widely recognized and used
framework in the field of distance education. It was developed by D. Randy Garrison and Zehra
Akyol and focused on students' social and cognitive presence in online learning environments.
The COI model is a framework for designing and facilitating online learning environments. It is
based on the idea that "effective online education occurs when a community of inquiry is
established among students, instructors, and the curriculum" (Garrison, Anderson, & Archer,
2000).  

The model consists of three main elements: social presence, cognitive presence, and teaching
presence. "Social presence is the degree to which students feel connected to each other and the
instructor. Cognitive presence is the extent to which students engage in critical thinking and
problem-solving. Teaching presence is the instructor's role in designing and facilitating the
learning process." (Gunawardena et al., 2019). Garrison and Akyol argue that "the goal of online
education is to foster a community of inquiry, a social context that supports the development of
the intellectual and affective aspects of knowledge construction."  (2013). The authors view the
"community of inquiry" as a social context that provides opportunities for learners to engage
with each other and construct knowledge through interaction. This approach recognizes that
learning is not just a cognitive process, but also involves emotional and social elements.

According to the authors, Garrison "proposed that the CoI model provides a way of
conceptualizing the unique characteristics of online learning, and provides a common language
for researchers, practitioners, and learners to understand and discuss online learning." (2013).
The authors highlight the importance of the CoI framework in the field of distance education,
stating that "the CoI framework has been widely adopted and applied in the field of distance
education, and has been used as the basis for numerous studies investigating various aspects of
online learning." They also note that "the framework has proven to be a useful tool for both
researchers and practitioners, as it provides a comprehensive and nuanced understanding of the
complex interactions that occur in online learning environments." (2013). 

I think one of the key strengths of the CoI framework is its ability to provide a holistic
understanding of the online learning experience. The authors explain that "the CoI framework
recognizes that online learning is not just about technology or the delivery of course content, but
is about the creation of a community of inquiry in which students and instructors engage in
collaborative, meaningful learning experiences." The CoI framework is a useful tool for
researchers and practitioners and helps promote collaborative and meaningful learning
experiences in online courses.

I also want to consider another model called Wisdom Communities Framework (WisCom). The
book "Culturally Inclusive Instructional Design: A Framework and Guide for Building Online
Wisdom Communities" by Gunawardena (2019) presents a framework for culturally inclusive
instructional design in online learning environments.

According to Gunawardena (2019), the Wisdom Communities (WisCom) framework consists of

five interrelated components: Culture, Learning, Community, Design, and Technology. Culture
is "the shared values, beliefs, and practices that shape individual behavior and the interactions of
groups." In order to build a culturally inclusive community, it is important to understand the
members' cultural backgrounds and create a space where cultural differences are valued and
respected.  The author argues that online learning should be designed to reflect the learners'
cultural diversity and promote the development of online wisdom communities.

According to the author, "online wisdom communities are groups of learners who engage in
collaborative and culturally inclusive learning experiences, and who create a shared body of
knowledge and understanding about a particular subject or field." (Gunawardena, 2019). In these
communities, learners are encouraged to share their experiences and perspectives and to engage
in respectful and meaningful dialogues.

To achieve this, the author argues that instructional design must take into account cultural
diversity and must be designed to promote learning that is inclusive, meaningful, and culturally
relevant. The author notes that "culturally inclusive instructional design acknowledges the
importance of cultural diversity in online learning and recognizes that the design of online
learning environments must reflect the cultural backgrounds of learners." (Gunawardena, 2019).
By promoting culturally inclusive instructional design, we can help to create online wisdom
communities in which learners are encouraged to share their experiences and perspectives and to
engage in respectful and meaningful dialogues.

The Community of Inquiry (CoI) and the Wisdom Communities (WisCom) are both frameworks
that provide a way to design and understand online learning communities. While both
frameworks share similarities in their focus on creating supportive and inclusive online
environments for learning, there are also some key differences between the two.

The CoI framework focuses on three interrelated elements of an online learning environment:
Social Presence, Cognitive Presence, and Teaching Presence. Social presence refers to the ability
of learners to project themselves socially and emotionally within the online environment.
Cognitive presence refers to the ability of learners to construct and confirm meaning through
interaction with others. Teaching presence refers to the design and facilitation of the learning
environment.

On the other hand, the Wisdom Communities Framework focuses on five interrelated
components: Culture, Learning, Community, Design, and Technology. Culture refers to the
shared values, beliefs, and practices that shape individual behavior and the interactions of
groups. Learning refers to the process of acquiring new knowledge and skills. Community refers
to a group of individuals who interact and engage with each other in a common purpose or
shared interest. Design refers to the process of planning and creating an environment that
supports the goals and objectives of the community. Technology refers to the tools and platforms
that facilitate communication and interaction among members.

Both frameworks recognize the importance of interaction and collaboration in online learning.
However, the CoI framework focuses more specifically on the elements that support learning,
while the Wisdom Communities Framework takes a more holistic approach, including cultural
considerations and the role of technology. Additionally, the Wisdom Communities Framework
emphasizes the importance of creating a culturally inclusive environment, which is not explicitly
addressed in the CoI framework.

In conclusion, both the CoI framework and the Wisdom Communities Framework provide
valuable insights and guidance for designing and understanding online learning communities.
The CoI framework provides a more specific focus on the elements that support learning, while
the Wisdom Communities Framework takes a more comprehensive approach, including cultural
considerations and the role of technology.

Community of Inquiry (COI) Model WisCom Model

Purpose eLearning design Public safety communication system

Social presence, cognitive presence,

Key Elements teaching presence Seamless and secure communications

Facilitation Facilitated by instructor, designed by Designed to communicate in real-time among public

method curriculum safety agencies

Suitable for Online learning environments Public safety communication

 The Community of Inquiry (CoI) Theoretical Framework is a widely recognized
and used framework in the field of distance education. It was developed by D. Randy
Garrison and Zehra Akyol and focused on students' social and cognitive presence in
online learning environments. The COI model is a framework for designing and facilitating
online learning environments. It is based on the idea that "effective online education occurs when
a community of inquiry is established among students, instructors, and the curriculum"
(Garrison, Anderson, & Archer, 2000).
The model consists of three main elements: social presence, cognitive presence, and
teaching presence. Gunawardena state, "Social presence is the degree to which students feel
connected to each other and the instructor. Cognitive presence is the extent to which students
engage in critical thinking and problem-solving. Teaching presence is the instructor's role in
designing and facilitating the learning process." (Gunawardena et al., 2019, p. 23). Garrison and
Akyol argue that "the goal of online education is to foster a community of inquiry, a
social context that supports the development of the intellectual and affective aspects of
knowledge construction." (2013).
According to the authors, Garrison "proposed that the CoI model provides a way
of conceptualizing the unique characteristics of online learning, and provides a common
language for researchers, practitioners, and learners to understand and discuss online
learning." (2013). The authors highlight the importance of the CoI framework in the field
of distance education, stating that "the CoI framework has been widely adopted and
applied in the field of distance education, and has been used as the basis for numerous
studies investigating various aspects of online learning." They also note that "the
framework has proven to be a useful tool for both researchers and practitioners, as it
provides a comprehensive and nuanced understanding of the complex interactions that
occur in online learning environments." (2013).
I believe one of the key strengths of the CoI framework is its ability to provide a
holistic understanding of the online learning experience. The authors explain that "the
CoI framework recognizes that online learning is not just about technology or the
delivery of course content, but is about the creation of a community of inquiry in which
students and instructors engage in collaborative, meaningful learning experiences."
I think the CoI framework provides a comprehensive and nuanced understanding
of the online learning experience and has been widely adopted and applied in distance
education. The CoI framework is a useful tool for researchers and practitioners and helps
promote collaborative and meaningful learning experiences in online courses.
On the other hand, I also want to consider another model called Wisdom Communities
Framework (WisCom). The book "Culturally Inclusive Instructional Design: A Framework
and Guide for Building Online Wisdom Communities" by Gunawardena (2019) presents
a framework for culturally inclusive instructional design in online learning environments.
According to Gunawardena (2019), the Wisdom Communities Framework consists
of five interrelated components: Culture, Learning, Community, Design, and Technology.
Culture is "the shared values, beliefs, and practices that shape individual behavior and
the interactions of groups." In order to build a culturally inclusive community, it is
important to understand the cultural backgrounds of the members and to create a
space where cultural differences are valued and respected. The author argues that
online learning should be designed to reflect the learners' cultural diversity and promote
the development of online wisdom communities.
According to the author, "online wisdom communities are groups of learners who
engage in collaborative and culturally inclusive learning experiences, and who create a
shared body of knowledge and understanding about a particular subject or field."
(Gunawardena, 2019). In these communities, learners are encouraged to share their
experiences and perspectives and to engage in respectful and meaningful dialogues.
To achieve this, the author argues that instructional design must take into
account cultural diversity and must be designed to promote learning that is inclusive,
meaningful, and culturally relevant. The author notes that "culturally inclusive
instructional design acknowledges the importance of cultural diversity in online learning
and recognizes that the design of online learning environments must reflect the cultural
backgrounds of learners." (Gunawardena, 2019).
I think the WisCom framework highlights the importance of taking into account
cultural diversity and designing learning environments that are culturally inclusive,
collaborative, reflective, and culturally relevant. By promoting culturally inclusive
instructional design, we can help to create online wisdom communities in which learners
are encouraged to share their experiences and perspectives and to engage in respectful
and meaningful dialogues.
The Community of Inquiry (CoI) and the Wisdom Communities Framework are
both frameworks that provide a way to design and understand online learning
communities. While both frameworks share similarities in their focus on creating
supportive and inclusive online environments for learning, there are also some key
differences between the two.
 The CoI framework focuses on three interrelated elements of an online learning
environment: Social Presence, Cognitive Presence, and Teaching Presence. Social
presence refers to the ability of learners to project themselves socially and emotionally
within the online environment. Cognitive presence refers to the ability of learners to
construct and confirm meaning through interaction with others. Teaching presence
refers to the design and facilitation of the learning environment.
On the other hand, the Wisdom Communities Framework focuses on five
interrelated components: Culture, Learning, Community, Design, and Technology.
Culture refers to the shared values, beliefs, and practices that shape individual behavior
and the interactions of groups. Learning refers to the process of acquiring new
knowledge and skills. Community refers to a group of individuals who interact and
engage with each other in a common purpose or shared interest. Design refers to the
process of planning and creating an environment that supports the goals and objectives
of the community. Technology refers to the tools and platforms that facilitate
communication and interaction among members.
Both frameworks recognize the importance of interaction and collaboration in
online learning. However, the CoI framework focuses more specifically on the elements
that support learning, while the Wisdom Communities Framework takes a more holistic
approach, including cultural considerations and the role of technology. Additionally, the
Wisdom Communities Framework places a stronger emphasis on the importance of
creating a culturally inclusive environment, which is not explicitly addressed in the CoI
framework.
In conclusion, both the CoI framework and the Wisdom Communities Framework
provide valuable insights and guidance for designing and understanding online learning
communities. The CoI framework provides a more specific focus on the elements that
support learning, while the Wisdom Communities Framework takes a more
comprehensive approach, including cultural considerations and the role of technology.

In the book "Culturally Inclusive Instructional Design: A Framework and Guide for
Building Online Wisdom Communities" by Gunawardena and others (2019), the authors mention
that "The Community of Inquiry framework is an instructional design model that has been used
to guide the design, development, and delivery of online learning environments." (Gunawardena
et al., 2019, p. 23)
 In the "Handbook of Distance Education." authors provide an overview of the
Community of Inquiry (COI) model. They explain that "The Community of Inquiry (COI)
framework is a theoretical model that provides a comprehensive and integrated framework for
the design, development, and assessment of online learning environments." (Garrison & Akyol,
2018, p. 9). In the book, the authors also emphasize the importance of the COI model for
distance education, stating, "The COI framework is particularly useful for distance education
because it provides a comprehensive and integrated perspective on the design, development, and
assessment of online learning environments." (Garrison & Akyol, 2018, p. 13).
WisCom model, the Wisconsin Communications System, is a shared statewide,
interoperable, land mobile radio public safety communications system. It is designed to provide
"seamless and secure communications" (Wisconsin Communications System Board, n.d.) for
public safety agencies across the state. It allows different agencies to communicate with each
other in real time, even if they use different types of radio systems.
According to a Wisconsin Department of Military Affairs report, "WISCOM provides a
vital link for public safety agencies to communicate with each other in times of emergency."
Another Wisconsin Office of Emergency Communications report states that "the WISCOM
system allows for seamless communication among various public safety agencies, improving
response times and coordination during emergencies." A study by the National
Telecommunications and Information Administration (NTIA) found that "the WISCOM system
has greatly improved communication among public safety agencies in Wisconsin, allowing for
more efficient and effective emergency response." Overall, the WisCom model is widely
recognized as an effective and vital tool for public safety communication. It allows for seamless
communication among various agencies, improving response times and coordination during
emergencies.
The COI and WisCom models have different purposes and are not directly comparable.
The COI model is designed for eLearning design, whereas the WisCom model is a
communication system for public safety agencies. In my opinion, these two models can
complement each other. However, it could be noted that a COI model could be a basis for a
successful eLearning design, and WisCom could be a tool to support the communication and
collaboration of the students and teachers in the eLearning environment.
References:
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based
environment: Computer conferencing in higher education. The Internet and Higher Education,
2(2-3), 87-105.
Garrison, D. R., & Akyol, Z. (2018). The Community of Inquiry. In M. G. Moore (Ed.),
Handbook of Distance Education (pp. 3-20). Routledge.
Wisconsin Communications System Board. (n.d.). Wisconsin Communications System
(Wiscom). Retrieved from https://wiscom.wi.gov/
The "Community of Inquiry Theoretical Framework" by D. Randy Garrison and Zehra Akyol, as
described in Chapter 7 of the "Handbook of Distance Education" by Grahame Moore, presents a
comprehensive and holistic approach to understanding and analyzing online learning
environments. The framework emphasizes the social and cognitive presence of students in these
learning environments and their impact on the development of knowledge construction.

At the core of the CoI framework are three interrelated elements: social presence, cognitive
presence, and teaching presence. Social presence refers to the extent to which students feel a
sense of belonging and social connectedness in the online learning environment. According to
Garrison and Akyol, "social presence refers to

Chapter 7 of the "Handbook of Distance Education" is named "The Community of Inquiry

Theoretical Framework, D. Randy Garrison, and Zehra Akyol." In this chapter, the authors
discuss the Community of Inquiry (CoI) theoretical framework and how it has been applied to
the field of distance education. The CoI framework is based on the idea that "effective online
learning experiences result from the presence of three interdependent elements: social presence,
cognitive presence, and teaching presence."
D. Randy Garrison, a prominent scholar in the field of distance education, is credited with
developing the CoI framework. According to the authors, Garrison "proposed that the CoI model
provides a way of conceptualizing the unique characteristics of online learning, and provides a
common language for researchers, practitioners, and learners to understand and discuss online
learning."
Zehra Akyol, also a notable scholar in the field of distance education, has contributed to the
development and implementation of the CoI framework. The authors note that Akyol's "research
has focused on the development and implementation of the CoI framework in online courses, and
the examination of its impact on student learning outcomes."
The authors highlight the importance of the CoI framework in the field of distance education,
stating that "the CoI framework has been widely adopted and applied in the field of distance
education, and has been used as the basis for numerous studies investigating various aspects of
online learning." They also note that "the framework has proven to be a useful tool for both
researchers and practitioners, as it provides a comprehensive and nuanced understanding of the
complex interactions that occur in online learning environments."