We are organizing a doctoral-level literature seminar series designed to engage critically with key publications, connect with leading scholars, and explore emerging developments in the Community of Inquiry (CoI) framework.

The series is designed for doctoral students interested in the foundations, evolution, and application of the CoI framework. Participants will receive a certificate of attendance, which may be transferable to a course, individual study, or professional development program—depending on institutional policies. Academic credit is available for Swedish doctoral students. If you are not a doctoral student (i.e. professor, researcher, practitioner) but are interested in deepening your understanding of the Community of Inquiry framework, you are still welcome to participate.

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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