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Reconceptualization of the CoI framework that proposes learning presence as an additional construct in the framework. Reflects the unique contributions of students and teachers and embeds the social dimension as part of each presence (i.e., Social-Learning Presence, Social-Teaching Presence, and Socio-Cognitive Presence).

Kristy, thank you so much for locating and sharing this article and study. It's an important find. I really like the fact that it is hosted within our library system and that the authors are suggesting that the model may need some revisions - there is still much to learn and develop in the digital learning environments. Bookmarked!

The centrality of teaching actively comes up a lot. All is not lost! Teaching presence is the key to social and cognitive presences.

This study affirms the need to attend to individual differences among learners. Whatever technologies we use or approaches we take, we need to keep in mind that there will be significant variation in how students use all these components of the course. Aim too low and we lose the top to boredom. Aim too low and we lose the bottom to confusion. I think this means we need to be reactive and be ready to alter plans and methods as needed. Leah demonstrated this when she made the group project optional.

This article delves deeper into the third part of the COI (cognitive presence, social presence, and teaching presence) and discusses how this area can be assessed for online learning.

Applying the Community of Inquiry Model (Teaching presence, social presence, cognitive presence) to on-line doctoral education. Socialization and mentoring needs identified as rationale for blended designs.

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey's progressive understanding of education. The CoI framework is a process model of online learning which views the