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. ...

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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