Social presence is one key factor for successful learning in socio-constructivist learning environments, such as in online-courses based on the Community of Inquiry Framework. Teachers need easily interpretable and pedagogically relevant information to monitor social presence and to intervene if needed while a course is running. Social network…

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008- 2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and…

The current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some variables: most preferred keywords and words in abstract, year of publication, authors, journals, geographical distribution, academic…

The Community of Inquiry (CoI) Framework describes success factors for collaborative online-based learning. The CoI Survey is a validated instrument to measure these factors from the perspective of course participants. Until now, no validated translation of this Survey to German was available. The aim of this work was to translate the original…

The article begins with a review of the shared metacognition construct and its function within the Community of Inquiry theoretical framework. The primary focus of the shared metacognition construct is the role of learners to take responsibility and control for monitoring and managing learning in a community of inquiry. Pragmatic challenges are…

The purpose of this quantitative, correlational study was to investigate the relationships between perceived online student engagement and self-reported grade point average (GPA) among post-licensure, undergraduate nursing students. Participants for this study were RN-to-BSN students at a mid-sized university in the Midwest. Approximately 110…

This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was…

Over the last decade, the prevalence of online courses has continued to grow, and students in higher education are being offered increased access to technology and communication tools in online learning programs. This action research study analyzed the impact of two distinct types of online course instruction (100% asynchronous and weekly online…

Offering online courses can be seen as a way of enhancing the three essential "presences" (teaching, cognitive, and social) of the Community of Inquiry (CoI) model. Creating and enhancing cognitive, teaching, and social presences require an innovation for teachers during planning, implementing, and evaluating their online courses. As…

The research reported in this paper explored links between the work of Carl Rogers on person-centered education and the Community of Inquiry (CoI) framework, which posits a model of supports for social collaborative learning. Findings suggest significant links between the Rogerian constructs of level of regard and empathy and the CoI concept of…

The expanding scale and scope of online education options, both in terms of design and delivery, create significant questions that increasingly warrant research attention. Previous research has demonstrated that higher levels of teaching presence in online courses is positively related to student engagement, satisfaction and learning. Although…

This study explored students' perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected…

Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These…

Even prior to the COVID-19 pandemic, more K-12 teachers in the United States were teaching online than ever before, particularly in rural and economically distressed communities (US Department of Education, 2011), and since March 2020, nearly every teacher has become, at least for a little while, a virtual teacher. The purpose of this study was to…

Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education…