articulates the role of the online learner, particularly with regard to self-efficacy measures

Learner Presence

“the outward expression of emotion, affect, and feeling by individuals and among individuals in a Community of Inquiry, as they relate to and interact with the learning technology, course content, learners, and the instructor”

Emotional Presence 

Also known as the autonomy presence.
The Internet provides additional or supplemental resources & communities that students can use to enhance, augment and validate their learning.

Agency Presence

the awareness, understanding, and adjustment of one’s own thought processes 

Metacognition

Four constructs have been proposed as possible extensions to the Community of Inquiry Framework: learner presence, emotional presence, agency presence, and metacognition. These candidates emphasize self-regulation, motivation, and learning strategies. They may eventually converge into a single presence or be treated as exogenous variables rather than additions to the framework.

University of Michigan - Ann Arbor

Google

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

- “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

“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). 

Cognitive Presence 

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) 


Levels of presence and effects on usefulness and satisfaction

In a flipped-classroom study analyzed through the Community of Inquiry lens, several factors were found to contribute to learning:
- The educational videos supported learning through Teaching Presence (the instructional design and organization function): they integrated resources, organized the theory, highlighted what was important, provided summaries, supplemented the textbook with explanations, and illustrated ideas with relevant examples.
- Students who arrived unprepared could not answer the questions, contribute to the subsequent group discussions, or pose questions and clarify misunderstandings during discussion and reflection. After the first seminar, all students arrived suitably prepared.
- There was no correlation between student grades and video-access behavior, suggesting that video use was a personalized activity reflecting individual learning preferences and personal circumstances.
- Blackboard (Bb) trace data in both cohorts showed near-identical dates and frequency of accessing the videos and slides, suggesting they were studied together.

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