[Kadir KozanParticipant]

Thanks Dr Garrison for taking attention to the results of this study,

I think one strong aspect of the article is trying to approach the survey analysis as objectively as possible. An example is the parallel analysis conducted on whether there would be 3 or 4 factors coming out of the survey. The results suggested that a 3-factor solution would fit our data better, which aligns fully with the assumptions of the CoI framework. It is also important to note here that the survey was most probably created with three presences in mind by forming items to measure each presence. The results of the study suggested that this attempt was quite successful. Still, some further theoretical thoughts would suggest revising items so that they can represent the presences more etc. Running factor analytic analyses on such item versions, and comparing them with the present and previous results would strengthen the survey as well. After all, I think the present results pointed to a strong theoretical basis on which the current CoI survey depends.

kadir

[Kadir KozanParticipant]

Dr Garrison,

Thank you for your informative messages as well. I think that involving learning tasks in the development/evolution of presences is a great contribution to the discussion. Following your emphasis on getting social presence to serve learning more aligns fully with this idea. In our article, we did not specifically raise this point (i.e., learning tasks) but assumed that learning itself would speak more to the needs of our participants compared with social interactions, thus letting cognitive presence govern the relationship between teaching presence and social presence. In other words, we assumed that social presence might have served achieving their learning purposes. Regarding individual learning tasks, I am also inclined to think that task complexity would turn out to be an important variable in that tasks would need to be complex enough (in terms of either successful completion or amount of time needed or both) to be solved by a group of learners (compared with tasks that can be done by individuals alone), which would influence formation of a community of inquiry.

best,
kadir

[Kadir KozanParticipant]

Greetings…

Thank you for your insightful comments, Dr Garrison. I just wanted to highlight a point that would relate to the interrelationships between and among the presences closely: time. In Kozan & Richardson (2014), we collected our data at the end of each online course. Therefore, even though completing the survey may have reflected participants` perceived level of presence over the 8-week semesters retrospectively quite well, it would be interesting to see whether our findings would more relate to the end point of the, say, development of presence interrelationships. In this sense, it would be effective to see how those bivariate and partial correlations would look like at least both at the beginning and end of an online learning experience.

best,
kadir

Kozan, K., & Richardson, J. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73.

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