Online educators have the ability to develop a community of learners in which active participation
between and among learners and faculty can occur.
Faculty members who provide students with encouragement and compassion can support students
as they move through the process of inquiry.
Balancing high standards and holding students accountable with flexibility supports the success of
adult learners in the online classroom.
References
Anderson, T. (2018). How communities of inquiry drive teaching and learning in the digital age.
https://teachonline.ca/tools-trends/insights-online-learning/2018-02-27/how-communities-inquiry-
drive-teaching-and-learning-digital-age
Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of
Educators Online, 6(1). http://doi.org/10.9743/JEO.2009.1.1
Bandman, E. L., & Bandman, B. (1994). Critical thinking in nursing (2nd ed.). Appleton & Lange.
Booth, T. L., Emerson, C. J., Hackney, M. G., & Souter, S. (2016). Preparation of academic nurse
educators. Nurse Education in Practice, 19, 54–57. http://dx.doi.org/10.1016/j.nepr.2016.04.006
Boston, W., Diaz, S., Gibson, A., Ice, P., Richardson, J., & Swan, K. (2009). An exploration of the
relationship between indicators of the community of inquiry framework and retention in online
programs. Journal of Asynchronous Learning Network, 13(3), 67–83.
http://doi.org/10.24059/olj.v14i1.1636
Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Aydin, C. (2015). Trends
in distance education research: A content analysis of journals 2009–2013. International Review of
Research in Open and Distributed Learning, 16(1), 330–363.
http://doi.org/10.19173/irrodl.v16i1.1953
Breen, H. (2013). Virtual collaboration in the online education setting: A concept analysis. Nursing
Forum, 48(4), 262–270. http://doi.org/10.1111/nuf.12034
Candela, L. (2020). Theoretical foundations of teaching and learning. In D. M. Billings & J. A. Halstead
(Eds.), Teaching in nursing: A guide for faculty (6th ed., pp. 247–269). Elsevier.
Cormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning, and
engagement. EDUCAUSE Review, 45(40), 30–39.
Edwards, M., Perry, B., & Janzen, K. (2011). The making of an exemplary online educator. Distance
Education, 32(1), 101–118.
Frayer, L. (2014). A multi-case study of student perceptions of online course design elements and
success. International Journal for the Scholarship of Teaching and Learning, 8(1), Article 13.
http://doi.org/0.20429/ijsotl.2014.080113
Garrison, D. (2007). Online community of inquiry review: Social, cognitive, and teaching presence
issues. Journal of Asynchronous Learning Networks, 11(1), 61–72.
http://doi.org/10.24059/olj.v11i1.1737
Garrison, D., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry
framework: A retrospective. The Internet and Higher Education, 13, 5–9.
http://doi.org/10.1016/j.iheduc.2009.10.003
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and
practice. Routledge/Falmer. http://doi.org/10.4324/9780203166093
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2, 87–105.
Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective instructor feedback:
Perceptions of online graduate students. Journal of Educators Online, 6(2).
http://doi.org/10.9743/JEO.2009.2.1
Giddens, J. (2020). Demystifying concept-based and competency-based approaches. Journal of
Nursing Education, 59(3), 123–124. http://doi.org/10.3928/01484834-20200220-01
Harasim, L. (2017). Learning theory and online technologies. Routledge.
Kearney-Nunnery, R. (Ed.). (2020). Advancing your career: Concept of professional nursing. F. A.
Davis.
Kingsley, P. (2011). The Socratic dialogue in asynchronous online discussions: Is constructivism
redundant? Campus-Wide Information Systems, 28(5)320–330.
http://doi.org/10.1108/10650741111181599
Kyong-Jee, K., & Bonk, C. J. (2006). The future of online teaching and learning in higher education:
The survey says… EDUCAUSE Quarterly, 29(4), 22–30.
Liu, Y. (2019). Using reflections and questioning to engage and challenge online graduate learners in
education. Research and Practice in Technology Enhanced Learning, 14(3), Article 3.
http://doi.org/10.1186/s41039-019-0098-z
Mandernach, B. J. (2018). Strategies to maximize the impact of feedback and streamline your time.
Journal of Educators Online, 15(3).
https://www.thejeo.com/archive/archive/2018_153/mandernachpdf
Merriam, S. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New
Directions for Adult and Continuing Education, 89, 3–14. http://doi.org/10.1002/ace.3
Oyler, D. R., & Romanelli, F. (2014). The fact of ignorance: Revisiting the Socratic method as a tool
for teaching critical thinking. American Journal of Pharmaceutical Education, 78(7), 144.
Palloff, R. M., & Pratt, K. (Eds.). (2007). Building online learning communities: Effective strategies for
the virtual classroom. Jossey-Bass.
Paz, J., & Pereira, A. (2015). Regulation of learning as distributed teaching presence in the
community of inquiry framework. Presentation at the Technology, Colleges, and Community Online
Conference 2015: The Future Is Now, Honolulu, HI.
Sadaf, A., & Olesova, L. (2017) Enhancing cognitive presence in online case discussions with
questions based on the practical inquiry model. American Journal of Distance Education, 31(1), 56–
69. http://doi.org/10.1080/08923647.2017.1267525
Shackelford, J., & Maxwell, M. (2012). Sense of community in graduate online education:
Contribution of learner to learner interaction. International Review of Research in Open and
Distance Learning, 13, 228–249. http://doi.org/10.19173/irrodl.v13i4.1339
Shea, P. (2006). A study of students’ sense of learning community in online environments. Online
Learning, 10(1). http://doi.org/10.24059/olj.v10i1.1774
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation,
and the development of communities of inquiry in online and blended learning environments.
Computers & Education, 55(4), 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
Smith, T. C. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online,
2(2). http://doi.org/10.9743/JEO.2005.2.2
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success.
Jossey-Bass
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The
community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in
higher education: Progressive learning frameworks (pp. 43–57). IGI Global.
Vygotsky, L. (1997). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.),
Readings on the development of children (Vol. 2, pp. 29–36). W. H. Freeman and Company.
(Reprinted from Mind and society, pp. 79–91, by L. Vygotsky, 1978, Cambridge University Press.)
Weimer, M. (2013). Learner-centered teaching (2nd ed.). John Wiley & Sons.
