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THE COMMUNITY OF INQUIRY
A CoI FOR THE CoI
Welcome to the Community of Inquiry.

LATEST EDITORIAL
D. Randy Garrison
January 25, 2023

The cognitivepresence (CP) construct describes the essence of the inquiry process within acommunity of learners. That is, it reflects a process that fuses individualreflection in constructing personal meaning with collaboratively confirmingunderstanding amongst other learners through critical discourse. This includes thedynamic and responsibility of self and co-regulation of purposeful inquiry.From a broader perspective, cognitive presence “is a self-correcting processwhere members of the community challenge beliefs, suggest alternativeperspectives for exploration and negotiate understanding” (Garrison, 2017, p.51). To be clear, the CP construct is operationalized by the Practical Inquirymodel and its four phases of collaborative inquiry (Triggering Event,Exploration, Integration, Resolution). The challenge that we experienced in ourearly community of inquiry (CoI) research was moving students expeditiously throughto resolution (https://www.thecommunityofinquiry.org/editorial4).

For thoseinterested in the theoretical basis of the CP construct, I would note thatgenerically it evolved from Dewey’s work on reflective thinking and his conceptionof the practical inquiry process. ...

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As a part of this doctoral thesis students’ teaching presence were studied. The purpose of the thesis has been to explore how students support their own and other students' process of inquiry while engaging in online tutoring sessions, as well as to study how their support can be connected to students’ expressions of teaching presence.

In order to study students’ interactions, chat messages were collected from an online text-based chat system. The method of transcript analysis from the Relationship of Inquiry (RoI) framework, the coding scheme developed in the frame of this thesis, was used to analyze the data. The RoI framework is adapted from the Community of Inquiry (CoI) framework, adjusted for the case of only one student and one teacher, such as tutoring sessions where the student and the tutor are encouraged to create a relationship of inquiry. The RoI framework adopted the three presences from the CoI framework, but also added the fourth element emotional presence. Using the developed RoI coding scheme students’ messages was analyzed, with focus on students’ expressions of teaching presence. Through analysis of these expressions, students’ support of their own and other students’ process of inquiry, as well as connections towards metacognitive development, may be found.
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RECENT ACTIVITY

Daijiro Goto
Joined February 6, 2023
Associate Professor, Saga university, Japan


Cognitive Presence Update
D. Randy Garrison
January 25, 2023
The cognitivepresence (CP) construct describes the essence of the inquiry process within acommunity of learners.


Tshireletso Philemon Kgosiemang
Joined January 25, 2023
Botswana Open University, Botswana


Abigail Kathambi Kithinji
Joined January 20, 2023
Laaisamis Technical Training Institute, Kenya


James Kevins Odhiambo Ochieng
Joined January 19, 2023
SIALA TECHNICAL TRAINING INSTITUTE, Kenya


Ilana Zigelman
Joined January 15, 2023
Athabasca University, Canada


COVID-19 online learning: Lessons learned?
D. Randy Garrison
December 7, 2022
The evidence is becoming clear regarding the success or failure of online learning during COVID-19.


Students' support of their own and other students' process of inquiry in an online chat system
Malin Jansson
October 13, 2022
As a part of this doctoral thesis students’ teaching presence were studied. The purpose of the thesis has been to explore how students support their own and other students'


Motivation and the CoI Framework
D. Randy Garrison
October 6, 2022
Recently a graduate student interviewed me about the Community of Inquiry (CoI) framework and the issue of motivation. This caused me to reflect on work that I had done on the


Shared Metacognition and Regulation Response
D. Randy Garrison
August 8, 2022
It is with some ambivalence that I draw your attention to an article that highlights arguable opportunities for improvement of the Community of Inquiry (CoI) framework (Shea,


Collaborative Inquiry and Asynchronous Discourse
D. Randy Garrison
July 4, 2022
The purpose of this post is to explore the connection between collaborative inquiry (cognitive presence) and asynchronous discourse. As noted in a previous post (


LACOI: Representation of a Community of Inquiry in Cooperative Online-based Courses through Learning Analytics
Lisa-Maria Norz, Elske Ammenwerth, Werner Hackl, Verena Dornauer, Eva Kaczko
September 23, 2020
The Private University for Health Sciences, Medical Informatics and Technology UMIT TIROL (


Use of the Community of Inquiry (CoI) model in the analysis and evaluation of courses at UNED (Spain)
Inés Gil-Jaurena
March 26, 2018
The project (March-December 2018) analyzed the educational practices in 25 courses delivered at UNED (Universidad Nacional de Educación a Distancia), Spain, using the"Community


Follow-up to CoI faculty development work at OHSU and beyond
Martha Cleveland-Innes
January 8, 2018
See an informative review, and announcement for another workshop here: https://www


iMOOCs and Learning to Learn Online
Martha Cleveland-Innes, Nathaniel Ostashewski, Dan Wilton
August 25, 2017
Athabasca University is known for its leadership and innovation in
The Community of Inquiry is a project of Athabasca University, Mount Royal University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.