Learning presence: Additional research on a new conceptual element within the Community of Inquiry (CoI) framework

This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.

► Even in collaborative models the roles of online instructors and learners are not identical.
► Learners must accomplish certain tasks that instructors do not.
► Students marshal thoughts, emotions, motivations, behaviors and strategies to succeed.
► This constellation of effective activity can be identified in student discourse.
► We call it “learning presence” and it is positively correlated with measures of learning.