The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning

Project-based learning (PjBL) engages students in knowledge acquisition, application, and construction through artefact development. Based on the Community of Inquiry framework, this study characterized college students' social cognitive presences online PjBL examined how presence was related to their academic performance. Twenty-four groups participated a 3-week project via WeChat discussion created final product. Transcripts discourse were collected analysed by coding scheme. The quality artefacts evaluated grading rubric. Descriptive results showed that component affectiveness level exploration accounted for majority presences, respectively. Stepwise regression analyses revealed certain components sub-components presence, levels sub-levels positively associated with Practical implications teachers suggestions further research are provided.