A decade after the publication of the seminal article describing the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000), we provided a personal perspective concerning its development and acceptance (Garrison, Anderson & Archer, 2010). This was included in a special issue of the Internet and Higher Education that looked back on the contributions of this work to online and blended learning (Swan& Ice, 2010). While most were familiar with the interdependent core elements or presences of the framework (social, cognitive and teaching), we thought it important to emphasize the generic nature of the framework that is grounded in traditional theories of teaching and learning consistent with Dewey's work on community and practical inquiry. In this regard, while the framework has been applied largely in online and blended learning environments, it should not be seen to be limited to such contexts.

After the first decade of its introduction, we were more than pleased with its evolution and growing acceptance. ...

As a part of this doctoral thesis students’ teaching presence were studied. The purpose of the thesis has been to explore how students support their own and other students' process of inquiry while engaging in online tutoring sessions, as well as to study how their support can be connected to students’ expressions of teaching presence.

In order to study students’ interactions, chat messages were collected from an online text-based chat system. The method of transcript analysis from the Relationship of Inquiry (RoI) framework, the coding scheme developed in the frame of this thesis, was used to analyze the data. The RoI framework is adapted from the Community of Inquiry (CoI) framework, adjusted for the case of only one student and one teacher, such as tutoring sessions where the student and the tutor are encouraged to create a relationship of inquiry. The RoI framework adopted the three presences from the CoI framework, but also added the fourth element emotional presence. Using the developed RoI coding scheme students’ messages was analyzed, with focus on students’ expressions of teaching presence. Through analysis of these expressions, students’ support of their own and other students’ process of inquiry, as well as connections towards metacognitive development, may be found.
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