Zehra Akyol

TL;DR: This paper explored the dynamics of an online educational experience through the lens of the Community of Inquiry framework and found significant change in teaching and social presence categories over time, and significant relationships among teaching presence, cognitive presence, social presence, and students' perceived learning and satisfaction in the course.

TL;DR: The results suggest that cognitive presence in a community of inquiry is associated with perceived and actual learning outcomes and it is recommended that future research efforts focus on quantitative measures to establish links between cognitive presence and the quality of learning outcomes.

TL;DR: The Community of Inquiry theoretical framework provided the conceptual coherence to construct, operationalize and interpret metacognition in an online collaborative inquiry and provided evidence of metacognitive indicators in student discussion postings and the frequency of these indicators increased over time.

TL;DR: The results indicate that in order to better understand the structure and dynamics of metacognition in emerging collaborative learning environments, the authors must go beyond individual approaches to learning and consider metac Cognition in terms of complementary self and co-regulation that integrates individual and shared regulation.

TL;DR: The authors explored the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students' perceptions of a community of enquiry in an online and a blended learning environment.