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The courses covered English composition and academic oral discourse, delivered via Canvas in both synchronous and asynchronous modes. Phase one developed instructional design based on CoI principles, while phase two evaluated CoI-related interaction dimensions at course end using the CoI Scale. Descriptive results showed high teaching, cognitive, and social presence scores, with no significant differences among constructs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-community-of-inquiry-framework-in-practice-a-case-of-chinese-online-education-context/591958/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-community-of-inquiry-framework-in-practice-a-case-of-chinese-online-education-context/591958.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What online courses were examined in the study?","Question",{"text":112,"@type":113},"The study focused on English composition and academic oral discourse courses delivered online via Canvas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the Community of Inquiry (CoI) framework applied?",{"text":117,"@type":113},"Instructional design was created in the first phase using CoI principles to enhance interaction, and interaction aspects related to CoI were examined at the end of the courses.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings from the CoI Scale results?",{"text":121,"@type":113},"Teaching, cognitive, and social presence received high scores, and there was no significant difference between the constructs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591958,1792188558,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Community of Inquiry Framework in Practice: A Case of Chinese Online  \nEducation Context  \nAyse Taskiran  \nAbstract: This study describes how online courses were designed and delivered based on the Community of Inquiry (CoI) framework and how this influenced the online interaction in a Sino-American university in Wenzhou, China during the pandemic. The courses were English composition and Academic oral discourse, and Canvas was used as the learning management system for both synchronous and asynchronous modes. The first phase of the study was to create the online instructional design following the CoI principles to enhance interaction and applying the courses . The second phase was to examine the aspects of interaction related to the CoI framework at the end of the courses. The CoI Scale was used to measure the dimensions of the framework among the students who took the courses at the end of the 2022 fall semester. Descriptive analyses indicated that teaching, cognitive, and social presence constructs all had high scores. There was no significant difference between any of the constructs. The findings were discussed in relation to effective online instructional design and online education.  \nKeywords: The Community of Inquiry Framework, distance education, online language learning, LMS, online instructional design  \nHighlights  \nWhat is already known about this topic:  \n• CoI framework is a theoretical model that describes the online learning experience as a function of the relationship between social presence, teaching presence, and cognitive presences.  \n• CoI provides a comprehensive and practical guide for designing, delivering, and evaluating online courses that foster a high quality and depth of online learning.  \n• The framework helps to identify the strengths and weaknesses of online courses . What this paper contributes:  \n• This paper contributes to the literature by providing empirical evidence of the effectiveness of the CoI framework and online instructional design principles for enhancing online interaction ina Sino-American university during the pandemic.  \n• The paper also adds to the cross-cultural understanding of online learning experiences and preferences in different contexts and settings .  \nImplications for theory, practice and/or policy:  \n• The paper offers insights and implications for online instructors and course designers who want to create and deliver high quality online courses that foster a CoI among the learners.  \n• The paper offers implications for use of educational technology to provide diverse and authentic learning activities that stimulate curiosity, inquiry, and reflection among the learners.  \nIntroduction  \nThe Community of Inquiry (CoI) framework was developed by Garrison et al. (2000) and aroused attention among academics and practitioners in the field (Garrison, 2007) . It is a structured theoretical framework for the requirements in online learning. Garrison et al. (2000), offers a thorough description of the fundamental components necessary for successful and meaningful online learning experiences. The CoI framework's central claim is that three interconnected components—cognitive presence, social presence, and teaching presence—must all be present for online learning to be successful. The concept of cognitive presence describes how students participate in knowledge building, critical thought, and meaning-making. The fostering of a sense of community, trust, and cooperation among learners is included in social presence. Last but not least, teaching presence involves the instructor planning, facilitating, and leading the online learning process (Garrison et al. , 2000) . These three elements work together to create a coherent framework that directs educators and students in their pursuit of excellent online learning experiences.  \nThe CoI paradigm places a strong emphasis on reflection, which aids students in developing their cognitive presence. According to Redmond (2014), lea","cbCaija32wpXLyXC","https://ap.wps.com/l/cbCaija32wpXLyXC","pdf",357439,13,"English","# Introduction\n## Community of Inquiry (CoI) framework\n## CoI in online learning during COVID-19\n## Study aims and course design","[{\"question\":\"What online courses were examined in the study?\",\"answer\":\"The study focused on English composition and academic oral discourse courses delivered online via Canvas.\"},{\"question\":\"How was the Community of Inquiry (CoI) framework applied?\",\"answer\":\"Instructional design was created in the first phase using CoI principles to enhance interaction, and interaction aspects related to CoI were examined at the end of the courses.\"},{\"question\":\"What were the main findings from the CoI Scale results?\",\"answer\":\"Teaching, cognitive, and social presence received high scores, and there was no significant difference between the constructs.\"}]","The Community of Inquiry Framework in Practice - A Case of Chinese Online Education Context | PDF",1792073558,33]