The purpose of this study is to provide conceptual order and a tool for the use of CMC and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction -cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.The use of computer-mediated communication (CMC) is becoming increasingly common in higher education. Many higher education institutions are looking to CMC, particularly computer conferencing, as a versatile medium for the delivery of educational programs "anytime, anywhere."While those leading the development of this new medium are convinced of its potential, its effects on the quality of the learning process and its outcomes have not been well studied. The authors are engaged in a multi-faceted study that will help to remedy this gap in our knowledge base. The present paper is the keystone of a series of publications reporting the results of this ongoing research project.

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This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. Encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a textbased educational context are presented. Finally, it is suggested that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer conference environment with appropriate teaching and social presence.

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Self-directed learning is a core theoretical construct distinguishing adult education as a field of study. Most of the concept's emphasis has been on the external control and management of learning tasks. In an attempt to expand the scope of self-directed learning, this paper presents a comprehensive theoretical model. The proposed model integrates self-management (contextual control), self-monitoring (cognitive responsibility), and motivational (entering and task) dimensions to reflect a meaningful and worthwhile approach to self-directed learning. Explicating the cognitive and motivational dimensions of self-directed learning is identified as an area requiring further research.