For my LNRT528 course assignment at RRU, I drew on my experience teaching grades 7–12 during the sudden switch to online learning. At that time, I didn’t know about the Community of Inquiry (CoI) model. Like many teachers, I was improvising, trying to keep students engaged while navigating new digital platforms. Looking back now with the CoI framework in mind, I can see how much it could have helped me be more intentional in my approach.
If I had applied the CoI model then, here’s what my strategies might have looked like:
- Teaching presence would have meant building a stronger structure and clarity. Weekly learning goals, step-by-step guides, and short video walkthroughs could have helped reduce confusion. Timely, encouraging feedback would have been a way to both guide and reassure students during uncertain times.
- Social presence was one of the hardest things to maintain online, and this is where the CoI lens feels especially valuable. I did small things like check-ins and group work, but I can see now how intentional design could have amplified this. For example, regular breakout activities, peer collaboration, and even informal “student lounge” spaces could have helped students feel less isolated and more connected.
- Cognitive presence would have been about moving beyond just “getting through the material.” With CoI in mind, I would have leaned more on open-ended questions, reflective activities, and collaborative problem-solving tasks to help students construct meaning together. These strategies would have supported deeper engagement and helped them connect new ideas to prior knowledge.
Looking back, I realize I was already doing bits and pieces of what CoI describes, but without the framework, it felt more like trial and error. Knowing the model now, I can see how balancing teaching, social, and cognitive presence provides a clearer, more intentional roadmap for digital facilitation. Even though I’m no longer teaching K–12, this perspective shapes how I think about supporting learners in any digital context today.
References
Blayone, T. J., vanOostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2017). Democratizing digital learning: theorizing the fully online learning community model. International Journal of Educational Technology in Higher Education, 14(1), 13. https://doi.org/10.1186/s41239-017-0051-4
Boettcher, J. V. (n.d.). Ten Best Practices for Teaching Online. Designing for Learning. http://designingforlearning.info/writing/ten-best-practices-for-teaching-online/
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013).Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. https://read.aupress.ca/read/teaching-in-blended-learning-environments/section/43261c4a-6d4c-44cf-8c7f-60bc306eb03a
Nice breakdown, Weri. Did you find that the ages/grades responded differently or need a different balance of the CoI elements? For example, would social presence need more focus for a certain grade level? If so, why do you think that is?
Thinking back to when I was a student at those ages, my own focus and priorities shifted as I got older, so I assume my needs/desires as a student shifted as well—as well as what I, as a learner, responded to.
Thanks, Stephen! That’s a great question. I did notice differences depending on the age group. With the younger grades (around grade 7–8), social presence really needed more focus because many of them were still developing the confidence to express themselves online. Creating low-stakes opportunities, like icebreakers, quick polls, games (thanks to Kahoot!), or casual check-ins, helped them feel comfortable before engaging in deeper discussions.
For grades 11–12, I found they responded more to cognitive presence. They wanted to see how learning connected to real-world applications, and they appreciated being given more independence to collaborate or problem-solve. Social presence was still important, but it often grew more naturally once they had meaningful tasks to work on together.
Looking back through the CoI lens, I think the “balance” really shifted with age: social presence as a foundation for younger learners, and cognitive presence as a driver for older ones, with teaching presence holding it all together across grades.
Hi Weri,
I have to admit, I really connected with your reflection…it’s refreshing to see how you re-examined that sudden shift online through the CoI lens. I think your point about structure and clarity for teaching presence makes a lot of sense…sometimes it really helps to remember that even simple guides or short walkthroughs can ease a lot of confusion.
I hadn’t considered the idea of a “student lounge” space before…it makes me curious whether that kind of informal spot could actually build more social presence than structured activities. Do you ever find students hesitant to engage in those casual spaces? What happens when they do?
For cognitive presence, I appreciate how you reframed it as moving past just “covering material”…I think many of us fall into that survival mode during transitions. Thanks for sharing this!