
The primary finding of the meta-analysis in the Caskurlu et al. (2020) study was “a moderately strong correlation” between TP and perceived learning and satisfaction. This correlation held for the sub-elements as well. Therefore, it was concluded that “these results suggest the importance of taking TP into account for understanding and promoting students’ perceived learning and satisfaction in fully online courses” (p. 9). Consistent with our previous observation regarding influences in a CoI learning experience, the study concludes “... that effect sizes vary across research contexts for all of the relationships” (p. 9). For example, discipline area, course length and course level affected the strength of correlation as well as the instrument used to measure TP. Finally, and of significant importance here, the authors concluded that “the results of this meta-analysis aligned with the theoretical assumptions of the CoI framework” (p. 10).
While student satisfaction and perceived learning are important outcomes of a CoI learning experience (see http://www.thecommunityofinquiry.org/editorial13), it is valuable to understand in greater detail how the dynamics of a CoI lead to positive outcomes. In a previous editorial I addressed research at the time that addressed the impact of TP in pre-course design and the facilitating role of collaboration in the construction of meaning and understanding (http://www.thecommunityofinquiry.org/editorial8). Consistent with previous research, it has been reinforced that TP is complex and challenging (Abbitt & Boone, 2020) and that too much or too little TP can be detrimental to a successful CoI learning experience. Too much TP will assuredly curtail discourse; however, on the other hand, “... diminished teacher presence can encourage students to become active and independent learning agents” (Kuznetcova, Lin, & Glassman, 2020, Abstract).
To be clear, leadership manifested as TP is essential to initiate and sustain critical inquiry in an educational environment. Facilitation by instructor or peer, influences perceived learning outcomes within a community of inquiry (Lindberg & Brown, 2020). This was reinforced in a study of the importance of the roles of facilitators to encourage interaction and participation in online learning (Lee, 2020). The study concluded “that student performance and academic achievement in online classes are not independent of facilitator engagement” (p. 723). Regarding student satisfaction, a study by Choo et al., (2020) found that, teaching presence is an important predictor of students’ satisfaction in online undergraduate business courses.
In conclusion, it must be noted that as important as TP is to the success of a CoI, there is a strong interdependence among all the presences. However, the emphasis and influence of each presence shifts as the community matures and new academic challenges emerge.
Abbitt, J. T., Boone, W. J. (2021). Gaining insight from survey data: an analysis of the community of inquiry survey using Rasch measurement techniques. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-020-09268-6
Caskurlu S., Maeda Y., Richardson J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers and Education, 157, 1-16.
Choo, J., Bakir, N., Scagnoli, N. I., Ju, B., & Tong, X. (2020). Using the Community of Inquiry Framework to understand students’ learning experience in online undergraduate business courses. Tech Trends, 64(1), 172-181.
Lee, J. W. (2020). The Roles of Online Instructional Facilitators and Student Performance of Online Class Activity. The Journal of Asian Finance, Economics and Business, 7(8), 723-733.
Lindberg, R., & Brown, R. D. (2020). A Model for Effective Asynchronous Online Discussion within the Community of Inquiry Framework. Journal for Research and Practice in College Teaching, 5(1), 126-153.
Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Online Learning Journal, 24(1), 28-49.

Professor Emeritus, University of Calgary
Faculty Development and the Community of Inquiry
D. Randy Garrison
May 6, 2022
The focus of this short post is to highlight the essential role of faculty development and the role of the Community of Inquiry (CoI) framework in supporting faculty moving to online and blended learning. It has become apparent during the COVID
Automatic Detection of Social Presence
D. Randy Garrison
March 4, 2022
Several years ago, I provided an introduction to the role of learning analytics in the context of the Community of Inquiry framework and how we might facilitate collaborative learning through the automatic monitoring of discourse and tracking the
CoI Instrument Validation
D. Randy Garrison
November 25, 2021
My goal here is to simply draw your attention to a study that provides a comprehensive overview of Community of Inquiry (CoI) instrument studies directed to confirmation of the original CoI three-factor structure (
CoI Questionnaire: 2.0?
D. Randy Garrison
July 13, 2021
My goal in this post is to draw attention to an important study that used advanced statistical techniques to analyze the CoI questionnaire (Abbitt & Boone, 2021). While exploring statistical anomalies may not be front of mind for most
Purposeful and Social Interaction
D. Randy Garrison
April 22, 2021
In a previous editorial I had addressed the challenge of designing a collaborative inquiry that goes beyond simple interaction to achieve deep and meaningful learning ( Editorial 18