You are here:

Community of Practice and Community of Inquiry: A Question of Practicality
PROCEEDING

, University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Learning theories and framework have continued their evolution with consideration of technology and the affordances of virtual connections. Social constructivist learning theorists have agreed that meaningful learning takes place through community. This ideology has given way to the formation for learning theories centered around community. Of the theories that exist, community of practice and community of inquiry have been two of the more heavily researched learning frameworks. The primary communal domains of learning center around professional development and online classroom learning. This paper examines the structure of both community of practice and community of inquiry and make note of the social domain where each framework is primarily applied. The paper ends by asking if the domain lines for each framework is consistent or whether professional communities or learning (classroom) communities are simply a matter of preference.

Citation

Chambers, R.A. (2019). Community of Practice and Community of Inquiry: A Question of Practicality. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1265-1269). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from .