This paper summarizes the results, to date, of a research project whose purpose is to develop a framework for analysis of critical thinking in computer conferences embedded within graduate level university courses. We have developed a conceptual model of the Community of Inquiry that develops within that particular educational context. That model features three complementary and partially overlapping elements: social presence, cognitive presence, and teaching presence. Content analysis of the transcripts of a number of computer conferences was undertaken in order to identify indicators and sub-categories of each of these elements. Results of this analysis are reported. The paper concludes with a substantial section devoted to methodological issues encountered by this group and other researchers doing content analysis of computer conference transcripts.

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