In literature, a community of inquiry is defined as a group of people who collaboratively engage in critical thinking to construct personal meaning and confirm understanding . Communities of inquiry have been standardised using a theoretical framework, which describes the process of creating a deep and meaningful collaborative learning experience through the development of three facets being social presence, cognitive presence and teaching presence .
Social presence is defined as the ability of attendees to (i) identify themselves with the community, (ii) communicate in trusting environment and (iii) develop relationships. Cognitive Presence is defined as the extent to which attendees are able to learn through reflection and discourse happening in the community. Teaching presence is defined as the design, facilitation and direction of cognitive and social processes by the lecturer.
During the last decades, the framework has been applied for teaching and its results have been discussed in several works . I am not an expert of such methodology, but after having spent some time in reading and learning about this framework and its application on online or blended teaching and learning, I found the framework to be annoyingly generic to an extent that brought me to wonder whether it can be used in practice or not. My first concern is that this framework revolves around social presence, which I found, as an educator, to be extremely hard to build especially for some specific subjects, let us say technical subjects. Of course I am aware of the tons of researches that successfully used CoI as a pedagogical instrument, but I found these researches to conveniently address specific kinds of subject and students, only. My skepticism originates from the reflection that I never, to the best of my knowledge, found a research that focuses on the use of community of inquiry for, e.g., teaching math.
So, since I suppose my skepticism might be a sign of my bias and unconscious will to negate this methodology, in the remaining of this post, I want to challenge you and I want you to answer the following question.
Can you make a syllabus for a math course using community of inquiry under the following assumptions? The course is an on-campus course with the possibility of remote sessions. The students are first years bachelor students. The number of attendees is expected to be around hundreds.
Hit me with your solution in the comments!
 Garrison, D. Randy. “Online community of inquiry review: Social, cognitive, and teaching presence issues.” Journal of Asynchronous Learning Networks 11.1 (2007): 61-72.
 Splitter, Laurance J., and Ann M. Sharp. Teaching for better thinking: the classroom community of inquiry. Australian Council for Educational Research, Ltd., 19 Prospect Hill Rd., Camberwell, Melbourne, Victoria, 3124 Australia., 1995.
 Garrison, D. Randy, Terry Anderson, and Walter Archer. “The first decade of the community of inquiry framework: A retrospective.” The internet and higher education 13.1-2 (2010): 5-9.