The role of social presence as defined by the community of inquiry (CoI) framework is critiqued through a review of recent literature. Evidence is presented that questions the actual extent of knowledge co-construction that occurs in most higher education settings and therefore challenges the framework's underlying assumption of the need for…

Suggests that interactive group communication technologies, like computer conferencing, de-industrializes the distance education process and hence increases costs. Discusses constructivism, computer mediated communication, programs at Athabasca University (Canada), and implications for distance and campus-based universities. (Author/LRW)

Examines six instructors' experiences with computer conferencing and documents how these instructors understood computer conferencing's educative process and its relationship to themselves and their students. Findings reveal that instructors' varied personal philosophies of learning were foundational in delineating their relationship with the…