Abstract

Constructs that require significant additional conceptualization within the community of inquiry model for online learning include the self- and co-regulatory processes students bring to online learning. This paper extends previous efforts to advance the CoI model by addressing this gap empirically. Quantitative content analysis and social network analysis were used with online discussion transcripts to identify qualities of the discourse in student led activities. The analysis focused on the three original presences of the model (social, teaching, and cognitive presences) and learning presence, a recent addition to the model. First, frequencies of all four presences were calculated to quantify patterns in online discussions. Next, correlations were computed to investigate which presences correspond with the modes of critical thinking described in cognitive presence. Finally, students ’ positions of influence and prestige were analyzed in relation to their expressions of the four forms of presence. Findings raise questions the