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ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES

Garrison, D. R.·2007·Online Learning
DOI 10.24059/olj.v11i1.1737
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Abstract

This paper explores four issues that have emerged from the research on social, cognitive and teaching presence in an online community of inquiry. The early research in the area of online communities of inquiry has raised several issues with regard to the creation and maintenance of social, cognitive and teaching presence that require further research and analysis. The other overarching issue is the methodological validity associated with the community of inquiry framework.The first issue is about shifting social presence from socio-emotional support to a focus on group cohesion (from personal to purposeful relationships). The second issue concerns the progressive development of cognitive presence (inquiry) from exploration to resolution. That is, moving discussion beyond the exploration phase. The third issue has to do with how we conceive of teaching presence (design, facilitation, direct instruction). More specifically, is there an important distinction betweenfacilitation and direct instruction? Finally, the methodological issue concerns qualitative transcript analysis and the validity of the coding protocol.

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Figure 1 Community of Inquiry Framework
Figure 1 Community of Inquiry FrameworkCC-BY · From the PDF
Figure 2 Practical Inquiry Model
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Metadata

Authors
Garrison, D. R.
Venue
Online Learning
Publisher
The Online Learning Consortium
Published
2007-03-01
Volume
11
Issue
1
ISSN
  • 2472-5730
  • 2472-5749
DOI
10.24059/olj.v11i1.1737
Cited by
152
References
1
Licence
creativecommons.org/licenses/by/4.0/ (unspecified)

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CoChat. (2026). Citation check: ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES. https://app.cochat.ai/papers/10.24059/olj.v11i1.1737
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Garrison, D. R. (2007). ONLINE COMMUNITY OF INQUIRY REVIEW: SOCIAL, COGNITIVE, AND TEACHING PRESENCE ISSUES. Online Learning. https://doi.org/10.24059/olj.v11i1.1737