The purpose ofthis post is to explore the connection between collaborative inquiry (cognitivepresence) and asynchronous discourse. As noted in a previous post (http://www.thecommunityofinquiry.org/editorial34),collaborative inquiry is increasingly being viewed as the foundational approachto guiding faculty through the design and delivery of online and blendedlearning. Furthermore, the evidence is growing that collaborative inquiry has apositive effect on learning outcomes (Sholeh & Hermanto, 2021). The primaryissue I want to explore here is the context to support collaborative inquirythat includes the nature of communication (synchronous, asynchronous) andteaching presence. More broadly this reflects the ongoing challenge tounderstand and prescribe teaching presence (design and delivery) in an onlinecommunity of inquiry.

I haveconsistently argued that asynchronous online discourse is particularlyadvantageous for reflective critical thinking (Garrison, 2017). ...

The Private University for Health Sciences, Medical Informatics and Technology UMIT TIROL (www.umit-tirol.at) offers high-quality academic education and advanced training in the fields that have turned out to be of increasing importance in modern health care and technology. For example, in the field of medical informatics, we offer a part-time continuing education program that provides in-depth knowledge in the area of digitization and information management in healthcare. The program is completely online and its course design is based on the Community of Inquiry Framework. This year, we have started a comprehensive project based on the CoI Framework: LACOI: Representation of a Community of Inquiry in Cooperative Online-based Courses through Learning Analytics.