Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions

The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly distributed the presence of cognitive, social, and teaching elements necessary to create and sustain an online community of inquiry. Use of the protocol also promoted more shared group cognition and more student ownership of the discussion and empowered students to facilitate themselves, helping to reduce the instructor workload. These findings may enable educators to provide more dynamic interaction and richer learning experiences in asynchronous online environments.

► We developed an online protocol to create a clear structure and well-defined roles for discussions.
► An online protocol created a more even distribution of Community of Inquiry (COI) presences.
► An online protocol significantly influenced more group cognition in asynchronous discussions.
► We enhanced the COI coding strategy to distinguish between individual and group cognitive presences.