This theoretical paper aims to discuss the role of two on-line learning community frameworks, namely, the Community of Inquiry (CoI) Model and Academic Communities of Engagement Model. The rationale for the study is that there is a growing interest in on-line learning by the Covid-19 Pandemic and instructional designers look for better and more effective on-line learning designs. Here, online learning communities (OLC) or virtual learning communities or networked learning communities are known for playing a key role in increasing connectivity, establishing online connections and interactions between peers. OLCs can be defined as peer to peer learning that occurs over the Internet. One of the most cited OLC models is CoI which is a constructivism-based model for online learning communities in which discussion, creation and construction are among main learning activities. CoI Model is the intersection of teaching and technology philosophies to foster connection across online learning communities. On the other hand, CoI has an alternative model, namely the Academic Communities of Engagement (ACE) framework which claims that CoI has some limitations. ACE model focuses on increasing student engagement with the help of personal and course-provided communities. Both models are constructivism-based however suggest different elements in an OLC for facilitating the knowledge-creation process of learners. Based on related literature, the similarities, and differences between the CoI and ACE models are discussed for creating and facilitating on-line learning communities in distance education.
Anahtar Kelimeler: Distance Education, Online Learning Communities, Community of Inquiry Model, Academic Communities of Engagement
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