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Journal Article

Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway  pp462-475

Krystyna Krzyszkowska, Maria Mavrommati

© Dec 2020 Volume 18 Issue 6, Editor: Heinrich Söbke and Marija Cubric, pp462 - 574

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: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.


Keywords: Community of Inquiry, continuing education, distance education, deep learning design, constructivist learning


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Journal Issue

Volume 18 Issue 6 / Dec 2020  pp462‑574

Editor: Heinrich Söbke, Marija Cubric

View Contents Download PDF (free)

Keywords: Community of Inquiry, continuing education, distance education, deep learning design, constructivist learning; academic dishonesty, cheating, online education, distance education, plagiarism; ODeL, online learning tools, mobile learning tools, Moya Messenger App WhatsApp, myUnisa’s ODF; Emotions and learning, flipped learning, university, science education; creativity, personality traits, students, virtual courses, gender differences; EFL learner, mobile learning, smartphone and language learning, attitudes and perceptions, process of learning English; Out-of-classroom communication (OCC), flipped classroom, motivation, intervention; ; ICT integration, ICT infrastructure, high school science teaching


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