Thinking Collaboratively

<p><em>Thinking Collaboratively</em> is a theoretical and practical guide to thinking and learning in deep and meaningful ways within purposeful communities of inquiry. Critical thinking has long been recognized as an important educational goal but, until now, has largely been conceived and operationalized as an individual attitude and ability. Increasingly, however, a more relevant and complete cognitive construct has been emerging: <i>thinking collaboratively</i>. Thinking collaboratively is the means to inquire, test, and apply new understandings, and to make sense of the information that bombards us continuously. In short, thinking collaboratively is required to flourish in our highly connected world and, in this book based on more than a decade of research, Garrison provides an essential introduction to this vital concept.</p> <p>Preface</p><p>Chapter 1: Introduction</p><ul> <ul> <p> </p> <li>Foundational Constructs</li> <p> </p> <li>Technology </li> <p> </p> <li>Critical thinking</li> <p> </p> <li>The Community of Inquiry</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 2: Thinking and Learning </p><ul> <ul> <p> </p> <li>Critical and Reflective Thinking</li> <p> </p> <li>Collaborative Constructivism</li> <p> </p> <li>Community and Collaboration </li> <p> </p> <li>Collaboration and Competition</li> <p> </p> <li>Metacognition and Regulation</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 3: Technology and Thinking</p><ul> <ul> <p> </p> <li>Technological Innovations</li> <p> </p> <li>Technology Enhanced Approaches</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 4: A New Era</p><ul> <ul> <p> </p> <li>Distance Education</li> <p> </p> <li>Campus-Based Education</li> <p> </p> <li>Online Learning</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 5: The Community of Inquiry </p><ul> <ul> <p> </p> <li>Communities of Inquiry</li> <p> </p> <li>Inquiry</li> <p> </p> <li>Deep Approaches to Learning</li> <p> </p> <li>The Community of Inquiry Framework</li> <p> </p> <li>Metacognition</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 6: Community of Inquiry Research</p><ul> <ul> <p> </p> <li>A Coherent Framework</li> <p> </p> <li>Social Presence</li> <p> </p> <li>Cognitive presence</li> <p> </p> <li>Teaching Presence</li> <p> </p> <li>Shared Metacognition</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 7: Principles of Practice</p><ul> <ul> <p> </p> <li>Principles</li> <p> </p> <li>Design</li> <p> </p> <li>Facilitation</li> <p> </p> <li>Direction</li> <p> </p> <li>Assessment</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 8: Leading Collaboratively</p><ul> <ul> <p> </p> <li>Collaboration and Bureaucracy</li> <p> </p> <li>Initiating and Sustaining Change</li> <p> </p> <li>Faculty Development</li> <p> </p> <li>Summary</li> </ul> </ul><p>Chapter 9: Conclusion</p><p>Appendix A: Community of Inquiry Survey Instrument</p><p>Appendix B: Shared Metacognition Survey Instrument</p><p>References</p><p>Index</p>