Online Learning Consortium
Athabasca University
University Professional & Continuing Education Association (UPCEA)
Professor, Centre for Distance Education, Athabasca University
Canada Research Chair in Distance Education (Professor), Athabasca University
Professor, University of Alberta
Associate Professor and Director, Academic Technologies for Learning, University of Alberta
Director, Contact North (Thunder Bay), Lakehead University / Contact North (Contact North | Contact Nord)
Director of Computer Services and High School Teacher, Alberta Vocational College (Grouard)
Junior High School Teacher, Northlands School Division (Grouard)
Terry Anderson is Professor Emeritus and former Canada Research Chair in Distance Education at Athabasca University. A widely cited scholar of online and distance learning, he co‑developed the Community of Inquiry framework (with D. R. Garrison and W. Archer), advanced the Practical Inquiry Model for cognitive presence, and articulated the Interaction Equivalency Theorem for optimizing interactions in online learning. He co‑founded and served for 10 years as editor of the open‑access journal IRRODL, helped launch AU Press, and co‑founded Athabasca’s social network, The Landing. His work spans online learning theory, interaction and presence, social media for learning, learning objects and the educational semantic web, and open education. He retired from AU in 2015 and continues consulting, writing, and speaking on digital learning.
A model for online learning in communities of inquiry comprising social presence, cognitive presence, and teaching presence used to analyze and design text‑based, asynchronous learning environments.
An operationalization of cognitive presence that models phases of critical discourse (triggering event, exploration, integration, resolution) to assess higher‑order thinking in online discussions.
Proposes that in formal education, deep and meaningful learning can be supported as long as one of student–student, student–teacher, or student–content interaction is at a high level; the other two can be reduced without impairing outcomes.
A conceptual framework distinguishing cognitive‑behaviourist, social constructivist, and connectivist pedagogies, arguing that effective online learning often blends all three.
Journal of Interactive Media in Education • Journal
This theoretical paper elaborates the Interaction Equivalency Theorem (EQuiv) in the context of OER, MOOCs, and informal learning. It explains how EQuiv can be used to analyze interaction designs in online and distance education, categorizes common MOOC variants by interaction patterns, and reflects on the evolving role of formal institutions as abundant online resources and opportunities expand.
The International Review of Research in Open and Distributed Learning (IRRODL) • Journal
The paper distinguishes three pedagogical ‘generations’ in distance education—cognitive‑behaviourist, social constructivist, and connectivist—and analyzes them using the Community of Inquiry model (social, cognitive, and teaching presence). It argues that high‑quality, large‑scale online learning typically blends all three approaches in ways appropriate to content, context, and learner expectations.
The International Review of Research in Open and Distributed Learning (IRRODL) • Journal
This article revisits the role and value of interaction in education—especially at a distance—and advances a theoretical rationale to guide effective and efficient instructional design. Building on prior work and emerging technologies, it articulates how varying levels of student–student, student–teacher, and student–content interaction can be combined to meet diverse learning needs while managing costs and scalability, providing the basis for the Interaction Equivalency Theorem.
American Journal of Distance Education • Journal
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.
Journal of Asynchronous Learning Networks (rehosted in Online Learning) • Journal
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.
The Internet and Higher Education • Journal
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.
• Book
This book introduces a model for understanding and leveraging social software for learning that emphasizes groups, networks, sets, and collectives. It shows how learners can use web‑based platforms to build connections, draw on one another’s expertise, and pursue self‑directed goals. The authors examine theories of social learning, provide practical cases, and discuss issues and challenges to help educators exploit the pedagogical potential of social media.
• Book
This edited volume surveys key issues, trends, and priorities in online distance education. International experts synthesize theoretical perspectives, summarize major findings across topics (including costs, social justice, culture, professional development, and community), and outline research questions and implications for practice—offering a foundational guide for researchers, educators, and policy makers.
• Book
A landmark open‑access collection that synthesizes theory, research, design, and operations of online learning. Chapters address advances in educational technology, program and course design, interaction and presence, quality assurance, learner support, costs, and more—providing an integrative, practice‑oriented overview of a complex and rapidly evolving field.