Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework

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The importance of course design, feedback, and facilitation: student perceptions of the relationship between teaching presence and cognitive presence (2012, background): “Garrison, Cleveland-Innes, and Fung (2010) found that teaching presence appeared to be central to establishing and maintaining social and cognitive presence.”
Social Presence within the Community of Inquiry Framework. (2011, methodology): “Structural equation modeling conducted by Garrison, Cleveland-Innes, and Fung (2010) also raised interesting unanswered questions about the importance of social presence.”
Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, positive): “Garrison, Cleveland-Innes, and Fung (2010) replicated these ﬁ ndings.”
A structural equation model of predictors of online learners’ engagement and satisfaction (2019, methodology): “Teaching presence creates opportunities for meaningful learning and ensures that intended learning outcomes are reached when it includes “monitoring and managing purposeful collaboration and reflection” (Garrison et al., 2010, p. 32).”