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.