Community of Inquiry framework: three overlapping presences for understanding collaborative online learning¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The Community of Inquiry (CoI) framework is used in this article as the theoretical lens for understanding how metacognition is manifested in a shared online learning environment. It "consists of three overlapping presences: cognitive presence, social presence, and teaching presence," which provide theoretical and methodological tools for exploring metacognition in collaborative learning. Cognitive presence guides meaning construction through reflection and discourse, social presence is the ability to project oneself socially and emotionally online, and teaching presence is the design, facilitation, and direction of cognitive and social processes. The framework was chosen because it emphasizes both the personal (reflective) and shared (collaborative) worlds of a learning experience.

Design Implications¶

Context¶

Requirements¶

• Requires a collaborative-constructivist online learning environment in which students can be self-reflective and communicative

Constraints¶

• The article notes the role of metacognition in shared learning environments has not been emphasized enough within the framework, per Garrison (2022)

Target Learners¶

• online graduate students

Target Learning Objectives¶

• collaborative inquiry and critical thinking
• metacognitive monitoring and regulation of self and others

Claims¶

• Social Presence Strongest Metacognition Association Cbi [+M]
• Co Regulation Stronger Presence Relationships Than Self Regulation [+M]

Related Theories¶

Examples¶

• Online knowledge-building trajectory built on two tools and two processes
• Use the Deepening understanding Influence to nurture online learners' sense of belonging
• Use the Meaning-making Influence to nurture online learners' sense of belonging

Key Sources¶

• Sadaf, A., Kim, S. Y., & Olesova, L. (2022). Relationship between metacognition and online Community of Inquiry in an online case-based course. Online Learning, 26(4), 79-93. https://doi.org/10.24059/olj.v26i4.3474