This paper presents a network-based approach to uncovering the relationship between the elements of social and cognitive presences in a community of inquiry. The paper demonstrates how epistemic network analysis (ENA) can provide new qualitative and quantitative insights into the students' development of social and critical thinking skills in communities of inquiry. More specifically, ENA was used to accomplish three different research goals: i) uncovering links between social and cognitive presences of communities of inquiry; ii) evaluating the effectiveness of two instructional interventions on student experience as measured by connections between cognitive and social presences; and iii) exploring how the relationship between social and cognitive presences changed over time during a course. The proposed approach was applied to the coded transcripts of asynchronous online discussions performed in a fully-online graduate level course. The results of this study showed that indicators of social presence had more association with the exploration and integration phases of cognitive presence. Besides, indicators of the affective category of social presence had stronger links with the two high levels of cognitive presence (i.e., integration and resolution), while indicators of interactive messages of social presence were more connected to the two low levels (triggering events and exploration) of cognitive presence.

本文提出了一种基于网络的方法来揭示询问社区中社交和认知存在元素之间的关系。本文演示了认知网络分析（ENA）如何提供新的定性和定量的见解，以了解学生在探究社区中社交和批判性思维技能的发展。更具体地说，ENA用于实现三个不同的研究目标：i）揭示探究社区的社会和认知存在之间的联系；ii）通过认知和社交存在之间的联系来评估两种教学干预措施对学生体验的有效性；iii）探索课程中社交和认知存在之间的关系随时间的变化。所建议的方法已应用于在完全在线的研究生课程中进行的异步在线讨论的编码成绩单。这项研究的结果表明，社会存在的指标与认知存在的探索和整合阶段更多地相关。此外，社会存在的情感类别指标与认知存在的两个高层次（即整合和解决）之间有着更紧密的联系，而社会存在的互动信息的指标与这两个低层次（触发事件和探索）之间的联系更为紧密。 ）的认知存在。这项研究的结果表明，社会存在的指标与认知存在的探索和整合阶段更多地相关。此外，社会存在的情感类别指标与认知存在的两个高层次（即整合和解决）之间有着更紧密的联系，而社会存在的互动信息的指标与这两个低层次（触发事件和探索）之间的联系更为紧密。 ）的认知存在。这项研究的结果表明，社会存在的指标与认知存在的探索和整合阶段更多地相关。此外，社会存在的情感类别指标与认知存在的两个高层次（即整合和解决）之间有着更紧密的联系，而社会存在的互动信息的指标与这两个低层次（触发事件和探索）之间的联系更为紧密。 ）的认知存在。