The community of inquiry, shared metacognition, and student engagement in online learning: a systematic review

Although the community of inquiry (CoI) is a crucial theoretical framework for understanding student performance, little is understood about how shared metacognition and student engagement play a part in online learning in higher education. The Covid-19 pandemic increased the importance of effective online learning. This study searched Web of Science Core Collection and EbscoHost (ERIC) databases for peer-reviewed literature (January 2015 - November 2022). This study used the PRISMA 2020 protocol. Twenty-one studies were analysed considering the CoI, shared metacognition and student engagement in online learning. The data was synthesised to understand the dynamics between the CoI presences, co- and self-regulation, and student engagement. The results indicated minimal studies on student self- and co-regulation, application, and observation behaviour. More research is required on learning presence and social regulation within the CoI. This study recommends further research on the impact of shared metacognition and student engagement in the CoI. For students to be successful in online learning, more research must be done on how students regulate and engage online to enhance a community of practice. The study adds value by examining empirical data in the literature investigating CoI, shared metacognition and student engagement in online learning for higher education settings.