CoI 2.0

In applying the Community of Inquiry (CoI) theoretical framework to analyze the use of video-based learning (VBL) for student well-being, my approach remained fluid. I have since identified two reasons for this which helped solidify my approach.

My first challenge to overcome is how CoI’s social presence tends to measure participation rather than an authentic and valued community involvement. Social presence does not include the finer consideration of complex learner emotions (Majewski et al., 2018) or processes, both of which are closely connected to mental well-being. In one article, Anderson (2018) accepts Shea and Bidjerano’s suggested fourth presence “learning presence” (2010, p. 1727) to account for these complex components of online learners.

Image from Shea & Bidgerano, 2010


This fourth component assists in focusing on student well-being by accrediting the influence of learner’s emotions and self-efficacy. Thereby, increasing the value of the social, teacher, and cognitive presence within the community of inquirers.

Secondly, I struggled to focus on VBL alone as in my current context of a K to 12 BC Public Distributed Learning school, videos are not used in isolation.  Equally challenging is the overlap in the research addressing social presence in online classes or computer-mediated communications alongside videos. As a result, my aim is to focus on design and instructor strategies for increasing learner and community presence in modes that are applicable to video.

My research through the past weeks has helped to form a more solid approach within a quickly changing field among complex learners.


Anderson, T. (2018). How communities of inquiry drive teaching and learning in the digital age. Teaching

Majeski, R. A., Stover, M., & Valais, T. (2018). The community of inquiry and emotional presence. Adult Learning, 29(2), 53–61.

Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.




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3 thoughts on “CoI 2.0”

  1. How much do you currently use Video Base Learning (VBL) in your K-12 environments? Now that you have done this research on COI and VBL, will your use of videos increase? I have recently included LinkedIn Learning (which is provided free to students) as a free replacement to one of the textbooks (which for some was prohibitively expensive) for one of my courses for teaching relational database concepts in Higher Ed. From what I can tell, students have generally enjoyed the videos and have benefited from them. I am curious, where does VBL fit in to K-12 for you? Which topics lend themselves to learning using VBL?

  2. Kristin, I’m intrigued by the application of CoI with VBL due to VBL often being a one-sided activity. The addition of “learner presence” is useful since there is the consideration of the learning, the teaching, and the cognitive presences in VBL, but typically not social. From what you’ve seen, is there much headway being made to incorporate social presence effectively in VBL? Is this typically done separately from the video, or are there ways to incorporate interactive elements within a video that adds social presence?

  3. Kristin,

    Sounds like an interesting (and complex) research approach. I’m very interested in your findings regarding LinkedIn Learning’s social connectedness options. Have you had a chance to look into the Q&A section and its impact on learners? I will be continuing my research into asynchronous VBL after this course and would love to hear some of your findings.

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