Bridging the Digital Divide with a Text- and Web-Based Community of Inquiry

Developing an asynchronous community of inquiry lessens the inequities of the digital divide and improves student learning outcomes for all. Engaging text- and web-based communicative, collaborative, critical, and reflective online activities—such as facilitated written discussions with feedback, group projects, and interactive assignments—create social, cognitive, and teaching presence to enhance students’ educational experience but require minimal technological resources.