In my experience the Community of Inquiry (CoI) framework resonates most strongly with my teaching experience because it captures the holistic and relational nature of learning in digital environments. The model’s emphasis on social, cognitive, and teaching presence aligns with my belief that engagement and deep learning emerge from authentic interaction rather than passive content delivery. In my online teaching practice, I intentionally establish teaching presence through welcome videos, weekly announcements, and clear communication channels; social presence by fostering peer collaboration in discussion forums and reflective blogs; and cognitive presence through inquiry-based tasks that encourage students to question, explore, and apply concepts to real-life contexts. This framework helps reduce feelings of isolation and builds a sense of belonging in the virtual classroom.
While I have integrated aspects of Cognitive Load Theory to simplify instructional materials and minimize extraneous information, I am particularly interested in experimenting further with the ARCS model of motivational design. This model provides a structured approach to sustaining learner motivation through Attention, Relevance, Confidence, and Satisfaction, principles that are essential in asynchronous learning contexts where student engagement can fluctuate. For example, I plan to use the ARCS framework to redesign my digital learning modules by incorporating more interactive media (to capture attention), real-world examples (to build relevance), scaffolded feedback (to boost confidence), and reflective self-assessments (to promote satisfaction).
By combining the CoI and ARCS models could help me balance both the social-emotional and motivational dimensions of online learning, leading to more meaningful and sustained learner engagement.
