cognitive presence, is “the extent to which the participants in . . . acommunity of inquiry are able to construct meaning through sustained communication”

The second element, teaching pres-ence, involves instructional management, building understanding, and direct instruction

The CoI framework is a dynamic process model of onlinelearning based on the theory that effective learning requires a community based on inquiry(Garrison, 2011, 2015). At the heart of the model are the interdependent constructs ofcognitive, social, and teaching presence

Communityof Inquiry (CoI) framework, a widely used guide for planning, developing, evaluating,and researching online learning

Studies using the FrameworkSurvey have focused on the role of social presence (Annand, 2011), theinterrelationship of presences (Garrison, Anderson, & Archer, 1999),students’ perceptions and satisfaction (Maddrell, Morrison, & Watson,2017), and perceived learning (Richardson & Swan, 2003)

Community of Inquiry framework (Simunich, 2014) can lead to purposeful choices that can facilitate increased teacher-student interaction, promoting increased instructor presence in online courses. In the CoI framework, Teaching Presence includes instructional management, building understanding, and direct instruction.

describe the Community of Inquiry as a “conceptual framework that identifies the elements that are crucial prerequisites for a successful higher education experience” (p. 87).  Shea and Bidjerano elaborate that CoI “focuses on the development of an online learning community with an emphasis on the processes of instructional conversations that are likely to lead to epistemic engagement” (p. 544).

The Community of Inquiry (CoI) model (Garrison et al., 2000) is the prevailing model in research involving teaching presence.   At its core, CoI is built on constructivist principles rooted in educational theories of Dewey, Vygotsky, and others.  Constructivism is a process of an individual’s construction of knowledge through his/her own experiences and develops in concert with interactions with others (Shea et al., 2005).

I enrolled in the four-week course and was introduced to the Community of Inquiry (CoI) model designed by Garrison, Anderson, and Archer (2000), which described the concept of interplay between teaching presence, social presence, and cognitive presence.

Community of Inquiry

Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Community of Inquiry, n.d, para. 5). Video is often used as a unidirectional medium with information flowing from the expert or instructor to the learner. To move from transmission of content to construction of knowledge, tools such as Voice Thread (VoiceThread, 2016) support asynchronous conversation in a multimedia format.