The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.

1. Community of Inquiry Model
Seth Allen, MLIS, MA
Instructional Technologist
South College
Three
Presences of
Teaching
tinyurl.com/threepresences

2. Parable of the Elephant and Blind Men

3. Introducing the COI Model
The community of inquiry is a conceptual framework for
optimizing learning environments. The framework is
collaborative model with three interdependent elements:
● Cognitive Presence - Ability of learners to construct
meaning through sustained communication
● Social Presence - Ability of students to ‘be themselves’ in a
community of peers
● Teaching Presence - 1) Selection, organization delivery of
teaching materials, 2) Facilitating social & cognitive
presence of learners

4. Introducing the COI Model

5. Defining Cognitive Presence
Cognitive presence is defined as “the extent to which
learners are able to construct and confirm meaning through
sustained reflection and discourse.” (Garrison, Anderson, &
Archer, 2001). This occurs through what is called the
‘Practical Inquiry Model’ - a process of realizing a gap in
knowledge, researching, reflecting, and integrating meaning
with other learners.
Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching learning: A framework for
adult and higher education. Oxford, UK: Pergamon

6. Cognitive Presence in Action
The Practical Inquiry Model

7. Cognitive Presence in Action
The Practical Inquiry Model
Elements Categories Indicators
(examples only)
Cognitive Presence Triggering event Sense of puzzlement
Exploration Information exchange
Integration Connecting ideas
Resolution Apply new ideas
Table adapted from:
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2(2), 87-105.

8. Fostering Cognitive Presence
Guidelines for supporting cognitive presence:
● Are students give activities to reflect on and process new
information?
● Do you pique students’ interest in a topic?
● Do you guide students towards learning about a topic?
● Do learning activities help students to construct a solution or
understanding?

9. Defining Social Presence
Social presence is defined as “the degree to which students in a
computer-mediated communication feel affectively connected to
one another” (Swan, Garrison, & Richardson, 2009, p. 9).
Social presence has 3 components (Swan, Garrison, & Richardson,
2009, p. 10):
1. Affective expression
2. Open communication
3. Group cohesion
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The
community of inquiry framework. In C. R. Payne (Ed.),Information technology and constructivism in higher
education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.

10. Social Presence in Action
Elements Categories Indicators
(examples only)
Social Presence Emotional expression Using emoticons
Open communication Risk-free expression
Group cohesion Encouraging collaboration
Table adapted from:
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2(2), 87-105.

11. Fostering Social Presence
Guidelines for supporting social presence:
● Do students feel comfortable asking questions and sharing
their opinions
● Are their clear expectations for civil discourse in your
classroom?
○ Peer-to-peer
○ Student-to-instructor
● Do group activities lead to a sense of social cohesion in your
classes?

12. Defining Teaching Presence
Teaching presence consists of two functions which are
primarily the role of the instructor (Garrison, Anderson, &
Archer, 1999):
● Design of the educational experience
○ Selection and presentation of content
○ Assessment
● Facilitating collaboration among peers
● Direct instruction
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in
higher education. The Internet and Higher Education, 2(2), 87-105.

13. Teaching Presence in Action
Elements Categories Indicators
(examples only)
Social Presence Instructional management Defining and initiating
discussion topics
Building understanding Sharing personal meaning
Direct instruction Focusing discussion
Table adapted from:
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, 2(2), 87-105.

14. Fostering Teaching Presence
Guidelines for supporting teaching presence:
● Do instructors model civil discourse?
● Do instructors encourage group activities aimed at develop
critical thinking?
● Do class activities reflect clear learning objectives?
● Does the instructor keep students on task?
● Does the instructor encourage students to come to resolve
problems as a group?

15. Group Activity
Please visit the following link to
participate in the group activity:
tinyurl.com/coiactivity

16. Helpful Resources
Articles
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment:
Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers
& Education, 55(2), 808-820.
Lambert, J. L., & Fisher, J. L. (2013). Community of inquiry framework: Establishing community in an
online course. Journal of Interactive Online Learning, 12(1), 1-16.
Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The
community of inquiry framework. In C. R. Payne (Ed.),Information technology and constructivism in
higher education: Progressive learning frameworks (pp. 43-57). Hershey, PA: IGI Global.
Zydney, J. (2014). Strategies for creating a community of inquiry through online asynchronous
discussions. Journal of Online Learning and Teaching,10(1), 153.

17. Helpful Resources
● Communities of Inquiry Pinterest Board
● Sense of Community Index
● Community of Inquiry website
● The Community of Inquiry: Building an Engaged Presence for Learning in
the Online Classroom [Powerpoint slides]
● Three Presences Survey
● A Garden of Three Presences
● Cognitive Presence in Online Courses - Are You Doing It?
● 7 Things Instructional Designers Can Do to Improve Social Presence in
Online Learning
Websites and Presentations