D. Randy Garrison

Synthesizes the shared metacognition construct within the CoI framework, emphasizing learners’ responsibility for monitoring and managing learning. Discusses how teaching presence shapes shared metacognition and its interplay with the Practical Inquiry phases, and outlines priorities for future research and implementation.

Provides a reflective account of the CoI framework’s development and evolution over its first decade. Summarizes key constructs and methodological advances and highlights validation studies and future research needs across teaching, social, and cognitive presence.

Tests hypothesized causal paths among the three presences in the Community of Inquiry. Using the CoI survey, results confirm the factor structure and show that teaching and social presence significantly influence cognitive presence, and teaching presence influences social presence, underscoring the centrality of teaching presence in establishing and sustaining a CoI.

Reports development and validation of a 34‑item instrument that operationalizes the Community of Inquiry framework. Factor analyses supported valid, reliable measures of social and cognitive presence; teaching presence emerged as two factors—design/organization and instructor behaviors. Implications for researchers, designers, administrators, and instructors are discussed.

Reviews empirical work on the CoI framework and its components (social, cognitive, teaching presence), identifying methodological issues and future directions. Calls for more quantitative, cross‑disciplinary, and outcomes‑focused studies to extend and refine the framework’s explanatory power.

Examines reliability and validity concerns in analyzing asynchronous online educational discourse. The paper argues for using a sound theoretical model and explores the advantages of negotiated coding for training coders, refining coding schemes, and improving reliability. Guidance is offered on units of analysis, sampling, and coding procedures for CoI‑based transcript analysis.

Assesses the depth of online learning in four distance education course designs using the Study Process Questionnaire. Findings indicate that course design and teaching presence (structure and leadership) are critical for achieving deep, meaningful approaches to learning; simple interaction without instructional design or facilitation does not suffice.

Argues that blended learning can enhance deep and meaningful learning while aligning with the values of campus‑based higher education. Discusses developmental, organizational, and leadership issues and outlines an action plan for implementing blended approaches that strategically combine face‑to‑face and online learning.

This paper presents a tool and preliminary results for assessing teaching presence in online courses using computer conferencing. Based on the Community of Inquiry model, teaching presence is defined by three categories—design and organization, facilitating discourse, and direct instruction. Transcript indicators for each category are described, and pilot testing shows distinctive patterns of teaching presence across graduate‑level online courses.

Operationalizes cognitive presence within the CoI framework via the Practical Inquiry model. Presents a content‑analysis approach and instrument for judging the nature and quality of critical discourse in online discussions. Reports encouraging evidence that, with appropriate teaching and social presence, cognitive presence and critical inquiry can be supported in text‑based environments.

Develops and pilot‑tests an instrument to assess teaching presence in online courses using computer conferencing. Defines teaching presence as design and organization, facilitating discourse, and direct instruction, and demonstrates differences in teaching presence profiles across graduate‑level courses.

Using the Community of Inquiry framework, this article operationalizes cognitive presence through the Practical Inquiry Model to assess the nature and quality of critical discourse in online, text‑based courses. It reports empirical results from the development of a reliable content‑analysis instrument and concludes that cognitive presence—critical, practical inquiry—can be created and supported in computer‑conference environments when appropriate teaching and social presence are established.

Introduces the Community of Inquiry (CoI) framework for educational use of computer‑mediated communication. Defines cognitive, social, and teaching presence and derives coding indicators from analysis of conference transcripts. Proposes the framework as both a research tool and a design guide, arguing that computer conferencing can effectively support a community of inquiry for higher‑order learning.

This study proposes a model of a community of inquiry to organize and guide the use of computer‑mediated communication for educational purposes. The model comprises cognitive presence, social presence, and teaching presence. Indicators for each element were derived from analysis of computer‑conferencing transcripts. The indicators provide researchers with a template for transcript analysis and offer educators guidance for using computer conferencing to support a high‑quality educational transaction. Results suggest that asynchronous, text‑based conferencing can support a community of inquiry in higher education.