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This paper argues that the Communities of Inquiry pedagogy provides valuable guidance for the design and implementation of higher education learning environments. The paper outlines the essential features of the pedagogy and its alignment with social constructivist approaches to education. The pedagogy can help students to understand how knowledge develops in their discipline and to take their own place as members of a disciplinary community. It can be helpful in the online environment in suggesting ways that digital tools can support collaborative, knowledge-building discourse. |
