Follows four events: 
1) a triggering event, characterized by a sense of puzzlement, followed by 
2) collaborative exploration and information exchange in different media, 
3) after which students engage in integration, where they connect and defend those ideas. 
4) resolution phase is reached, where the initial problem is solved, the solution is practiced and new ideas can be applied in practice to other problems or outside their study environment (Garrison., 1999, 2001). 

Practical Inquiry Model

“the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.” (Garrison et al., 2001). 
Cognitive Presence is based on the Practical Inquiry model (Garrison et al., 1999). 

University of Michigan - Ann Arbor

University of California, Davis

The intersecting three-presence framework, consisting of Social, Teaching and Cognitive Presences, that represented all the important activities in an educational experience.  

Community of Inquiry Framework

Garrison, D., Anderson, T., Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education.  

Understanding e-learning continuance intention
in the workplace: A self-determination
theory perspective

Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654-1664. doi:10.1016/j.compedu.2011.02.008

Online university students satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model

- “the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people’” (Garrison, Cleveland-Innes, & Vaughan, 2001). 
Social Presence is evident through three indicators: affect, open communication and group cohesion. 
- "the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships.” (Williams, Short, Christie, 1976)
- “the degree to which a person is perceived as a ‘real person’ in
mediated communication" (Gunawardena, 1995)
- "definitions of social presence tend to lie on a continuum where a focus on interpersonal emotional connection between communicators is on one end and a focus on if someone is perceived as being ‘present’, ‘there’ or ‘real’ at the other end" (Lowenthal, 2011)

Social Presence 

 “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes” (Garrison et al., 2001).
 It consists of three categories: design and organization, facilitating discourse and direct instruction.

Teaching Presence

Cognitive Presence 

-  Learner Presence
-  Emotional Presence
-  Agency Presence 
-  Metacognition

-  All four additional presences contain the elements of self-regulation, motivation and learning strategies. 
(They may eventually converge into a single new presence, or be relegated to the exogenous variables.)

Other Presences to Expand the COI

Learners' satisfaction and persistence are two major indicators of success in an online learning course. The more students are satisfied with their learning, the more they are willing to continue said learning. The community inquiry framework (COI) is a robust pedagogical model to try to resolve this concern. This study aims to integrate perceived presence (teacher, social, and cognitive) and perceived technology usefulness to identify relationships among these variables.

Online university students' satisfaction and persistence

Formal learning communities try to restructure university curricula to combat structural barriers to excelling in education by emphasizing interactions between students, faculty, and staff. 

The following are basic characteristics of learning communities:

1. Organizing students and faculty into smaller groups
2. Encouraging integration of the curriculum
3. Helping students establish academic and social support networks
4. Providing a setting for students to be socialized to the expectations of college
5. Bringing faculty together in more meaningful ways
6. Focusing faculty and students on learning outcomes
7. Providing a setting for community-based delivery of academic support programs

Formal Learning Community

- Teaching presence had a significant effect on both social and cognitive presence (consistent with prior research)
- Social presence had a significant effect on cognitive presence 
- Social presence had a mediating effect between teaching and cognitive presence 
- teaching/cognitive presence and perceived usefulness showed positive effects on learner satisfaction
- Learner satisfaction significantly predicted persistence 
- Presence variable and perceived usefulness failed to directly predict persistence (in contrast to prior research) 


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