Critical thinking is often nominated as a graduate attribute, a learning outcome, and is even offered as a discrete subject in schools and universities. Therefore, it is important to gain clarity about the fundamental goal or purpose of critical thinking education. What should instructors be aiming at when they seek to instil critical thinking in…

This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1)…

Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early…

This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their…

This chapter presents team-based learning (TBL) as a teaching strategy to support self-regulated learning in a community of inquiry. It argues for the inclusion of self-regulated learning as an essential component of Garrison's community of inquiry model, and illustrates how TBL supports and improves the delivery of this online model.

Increasingly, professional learning (PL) approaches in the U.S. and globally are reflecting highly adaptive and socially constructed views of learning. However, much remains to be learned about how professional learning groups discursively develop and sustain collaborative communities. Drawing on positioning theory in this year-long qualitative…

This paper presents a bibliometric analysis of the community of inquiry model in online learning. The study focuses on identifying the most trending topics, most impact authors, most relevant sources, most relevant countries and most cited articles in the community of inquiry online learning model. Another aim is to understand the literature's…

Learner engagement in online courses is impacted by a wide variety of factors. The purpose of this study was to understand to what extent course community support and personal community support influence learner engagement. Students who had recently completed an online course in a small art and design school were surveyed on their level of…

Collective teacher efficacy has gained growing attention in the field of teacher education due to its potential to enhance student experiences and life chances, as well as foster positive teaching practices and dispositions. It is believed that an inquiry-based learning community provides a promising environment for the development of collective…

Design thinking has been propositioned to be interconnected to Dewey's notion of pragmatist inquiry and aesthetic experience. To address the need for empirical studies on design thinking in the classroom and add to our understanding of its characteristics, this study explored middle years' students' discourse as they worked through a design…

Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a…

Emerging from the COVID-19 pandemic, a school's teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic…

Several research cycles were conducted using an action research methodology to explore student engagement in a higher education classroom. Cycle 0 focused on gathering data about the local context. This was followed by Cycle 1 -- where the flipped classroom approach was implemented as a mini-intervention. After data collection and further…

We present a multiple case study wherein one institution established new communities of practice supporting graduate student instructors teaching coordinated courses in the presence of minimal existing resources and funding. This was accomplished by partnering with and adapting resources from another institution; one with a well-established…

This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working…