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      A Distributed Perspective on the Community-of-Inquiry Framework for Distance Education

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      research-article
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      UnisaRxiv
      UNISA Press
      community of inquiry, distributed approach, distance education
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            Abstract

            This conceptual paper sets out the community-of-inquiry framework from a distributed perspective. It proposes that considering teaching presence, social presence and cognitive presence from a distributed perspective allows the broadening of the presences to consider the way in which participants, content and tools maintain and advance these presences. Distance education is problematic since the separation of instructor and student necessitates a change of pedagogy. The paper argues that by distributing the typical silos of “teaching” and “learning”, more flexible opportunities are enabled. The distribution of the three presences across participants, content and tools is proposed as one way of mitigating distances in distance education. It is recommended that the proposed model be subject to empirical research to ascertain the usefulness of the model in practice.

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            Journal
            UnisaRxiv
            UNISA Press
            6 July 2021
            Affiliations
            [1 ] University of South Africa
            Author notes
            Article
            10.25159/UnisaRxiv/000009.v1
            44a1039c-cd00-4265-8bd0-0aae3e140a15

            This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .


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            Education
            community of inquiry,distributed approach,distance education

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