Emotional Presence Indicators in an Online Community of Inquiry: A Scoping Review and Delphi Study of Student and Facilitator Experience
Presence in an online Community of Inquiry is multifaceted, involving conditions that emanate from both the facilitator and the members of the learning community (Cleveland-Innes & Campbell, 2012; Garrison, 2017; Garrison et al., 1999). In this regard, the recent assessments of the Community of Inquiry framework focusing on the articulation of emotional presence offer important contributions about the significance of emotions at all stages of the learning journey (Cleveland-Innes et al., 2013; Cleveland-Innes & Campbell, 2012; Kang et al., 2007; Lehman, 2006; Peacock & Cowan, 2019). Rolim and colleagues (2019) have raised an important issue regarding the affective in relation to the cognitive indicators and their importance along the continuum of cognition and deep learning in Communities of Inquiry. This presentation articulates the preliminary findings of an in-progress dissertation research project about the indicators of emotional presence in community of inquiry learning.
Debra Dell is a doctoral candidate in the distance education program at Athabasca University. Debra has had a long career in the field of “unlearning” specifically through work involving untangling cognition and emotion to improve functioning. More recently her work involves designing and developing workforce development and training for an addictions and mental health workforce, largely in online and blended learning modalities.
Where: Online through Adobe Connect at:
Registration is not required; all are welcome. The COHERE-CIDER Sessions are recorded and archived for later viewing through the CIDER website:
About the 2020-21 COHERE-CIDER Sessions Series
The 2020-21 COHERE-CIDER Sessions Series features presentations by leading researchers in distance, distributed, and online learning.
As many educational institutions have turned to alternate delivery modes for their programs, in response to the current Covid-19 pandemic, COHERE, Canada’s Collaboration for Online Higher Education Research, has decided to move the 2020 Annual Conference into an alternative format.
For this 2020-21 season, COHERE is partnering with the Canadian Institute of Distance Education Research (CIDER) to offer an ongoing series of current research and evidence-informed practice webinars focused on online and blended learning, in Canadian higher education. Each month a presenter or a panel of presenters will share research findings and facilitate discussion focused on a relevant topic or issue. The webinar series is designed to showcase current Canadian research on online and blended learning and how it is informing practice. This series of synchronous virtual sessions provides an opportunity for knowledge dissemination among researchers, practitioners, instructional designers, and educational developers.
Call for Proposals: If you wish to present your research in this webinar series, please visit the COHERE website for the latest information, presentation dates, and proposal form:
CIDER is supported by the International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Faculty of Humanities and Social Sciences, Athabasca University: Canada’s Open University and leader in professional online education.
The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.