This study aims to investigate a collaborative synchronous learning environment in terms of students’ community inquiry perceptions (cognitive, social, and teaching presences) interaction levels. quantitative was conducted with the participation fifty-nine freshmen (twenty-nine control group thirty experimental group) department Information Technologies at university. The lasted nine weeks, inc...

In 2005, the Carnegie Foundation for the Advancement of Teaching (CFAT) stirred the higher education world with the announcement of a new classification for institutions that engage with community. The classification, community engagement, is the first in a set of planned classification schemes resulting from the foundation’s reexamination of the traditional Carnegie classification system. The ...

Within its 20 years of development, the Community Inquiry (CoI) framework has become most widely used theoretical in e-learning. It is considered much distance education literature to be a robust collaborative-constructivist process model that uses three essential elements interpret educational experience: cognitive presence, teaching and social presence. Widespread use CoI resulted several cri...

The Learning Through Collaborative Visualization Project is attempting to establish open-inquiry collaborative science projects as a classroom activity structure. This efforts are described from a design experiment perspective where social and material supports are strategically arranged to encourage this classroom evolution. Supports are provided to help teachers form community, teachers manag...