Successful Learning Communities During Times of Disruption: Developing a Community of Inquiry in Business Communication

Abstract

Objectives: The pandemic has posed significant challenges for both students and instructors in higher education around the globe. Potential concerns about online classes focus on the lack of a sense of community among classmates and face-to-face relationships with their instructors. Guided by Garrison, Anderson, and Archer’s Community of Inquiry (CoI), this study describes a practical approach to implement instructional concepts and educational tools that can help build a supportive learning community in business communication courses. Methods: The author applied nine different educational tools or strategies to online or hybrid courses and social distancing face-to-face courses, based on each element of CoI—Cognitive, Social, and Teaching Presence. Results: As the results of the CoI applications and tools showed, students’ course grades improved overall compared to those of the previous year. Students who followed the instructions to develop a learning community during the courses assessed the course positively in their evaluations with respect to the quality of learning, engagement, motivation, and course satisfaction. Students’ verbal reports also indicated that the course design and instructional tools increased their sense of belonging and improved their learning experience. Conclusions: This new approach could help instructors prevent adverse outcomes in students’ learning process with which many people are concerned during the pandemic. Regardless of the pandemic context, the approach could help instructors achieve a high quality of learning and an engaging community, thereby providing students with a better chance to prepare for their professional careers.