You are here:

Community of Inquiry in e-Learning: A Critical Analysis of the Garrison and Anderson Model

JDE Volume 24, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press


This article is based on a constructively critical analysis of the "community of inquiry" model developed by Garrison and Anderson (2003) as part of their "e-learning" research. The authors claim that certain collaborative interactions create "distant presence" fostering the emergence of a "community of inquiry" which has a positive influence on individual and collective learning. More specifically, the article points out that until now the model's theoretical foundations had not been made explicit and provides important insights concerning these epistemological considerations. It also suggests a number of theoretical perspectives which strengthen the authors' presentation of the conceptual anchorings of the model. Thus the major contribution of this article is to show the potential of Garrison and Anderson's model for the research in the field of "e-learning." (Contains 6 footnotes, 1 figure and 3 tables.)


Jezegou, A. (2010). Community of Inquiry in e-Learning: A Critical Analysis of the Garrison and Anderson Model. The Journal of Distance Education / Revue de l'ducation Distance, 24(3),. Athabasca University Press. Retrieved June 25, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact