Artificial Intelligence and Communities of Inquiry: Reimagining Educational Experiences.
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| Title: | Artificial Intelligence and Communities of Inquiry: Reimagining Educational Experiences. |
|---|---|
| Authors: | Stenbom, Stefan1, Garrison, D. Randy2 |
| Source: | International Review of Research in Open & Distributed Learning. May2026, Vol. 27 Issue 2, p114-131. 18p. |
| Subject Terms: | *Community of inquiry, *Artificial intelligence, *Educational technology, *Critical thinking, *Instructional systems design, *Metacognition, *Science education, *Collaborative learning |
| Abstract: | Generative artificial intelligence (AI) is transforming education, creating opportunities for personalization, efficiency, and engagement while also raising concerns about misinformation, overreliance, and the erosion of critical thinking. To navigate these tensions, this article argues for the necessity of a coherent theoretical framework to guide the educational adoption of AI. Drawing on the Community of Inquiry (CoI) framework and its construct of shared metacognition, we outline how collaborative inquiry can integrate AI in ways that preserve human agency and sustain deep and meaningful learning. We examine the potential for AI to assume multiple roles within a community of inquiry—supporting instructional design, guiding learners as an independent resource, assisting instructors through analytics, participating in discussions, and sustaining dialogical partnerships with students. While these roles highlight the capacity of AIto enrich learning communities, they also underscore risks of passivity, diminished authenticity, and overdependence if reflective inquiry is bypassed. We argue that shared metacognition—collective monitoring and management of thinking—offers a responsible pathway for educators and learners to engage critically with AI-generated outputs, ensuring that technology strengthens rather than supplants collaborative inquiry. In conclusion, we contend that AI can contribute to worthwhile educational experiences only when framed within a coherent conceptual perspective that emphasizes skeptical engagement, collaborative reflection, and the preservation of human purpose. In this regard, the CoI framework has considerable potential to provide understanding and guidance in the adoption of AI tools. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193542269 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 114 Subjects: – SubjectFull: Community of inquiry Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Science education Type: general – SubjectFull: Collaborative learning Type: general Titles: – TitleFull: Artificial Intelligence and Communities of Inquiry: Reimagining Educational Experiences. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stenbom, Stefan – PersonEntity: Name: NameFull: Garrison, D. Randy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14923831 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: International Review of Research in Open & Distributed Learning Type: main |
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