Stein, David S.Wanstreet, Constance E.2005-07-142005-07-142004https://hdl.handle.net/1805/285This mixed-methods study examined how interactions facilitated cognitive, social, and teaching presence in inquiry-based learning in a course where learners had the option to choose whether to conduct group work online or in person. Findings suggest that the knowledge learners gained from the course resulted from chats and discussions within their small groups and not from threaded discussions with the entire class. Results also indicate that learners with a high degree of social presence within their small groups developed a relationship that appeared to overshadow their relationship with classmates in other groups. Teaching presence may be affected by whether learners choose to collaborate in person or online and by where they choose to collaborate. The further the group moved away from the instructor’s online or physical presence, the lower the degree of teaching presence the learners felt.36214 bytesapplication/pdfen-USAdult EducationAdult LearningInquiryDistance LearningArticle