Learner-centered reinterpretation of the CoI framework placing learner presence at the intersection of the three presences¶

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

Description¶

The authors propose a graphic reinterpretation of the original CoI framework in which learner presence replaces educational experience at the center of the overlapping teaching, social, and cognitive presences. They state this "explicitly communicates a learner -centered focus within a community of inquiry" and "is meant to foreground the learner as an active agent in the evolution of the course learning experience." Faculty and designers are advised to start with the learner lens and adjust the other presences to accord with learners' intentions, metacognitive skill, and peer collaboration potential.

Design Implications¶

Context¶

Requirements¶

• Requires knowledge of learners' intentions, metacognitive skill, and peer relationships to design constants and monitor variables across the three presences

Constraints¶

• Directionality between learner presence and the CoI presences was not specifically measured in the research; the reinterpretation is grounded in one accelerated MBA context

Target Learners¶

• working professionals in accelerated online MBA programs
• online and blended higher education learners

Target Learning Objectives¶

• self-directed learning
• metacognition
• collaborative inquiry
• professional development

Claims¶

• Learner Presence Three Qualities Mba [+M]
• Peer Monitoring Exceeds Social Presence [+M]

Related Theories¶

• Community Of Inquiry Framework

Examples¶

• Use the Trusting Influence to nurture online learners' sense of belonging

Key Sources¶

• Honig, C.A. & Salmon, D. (2021). Learner presence matters: A learner-centered exploration into the community of inquiry framework. Online Learning, 25(2), 95-119. https://doi.org/10.24059/olj.v25i2.2237