Abstract
This article aims to analyze the pedagogical mediation in an educational forum of a course in the distance modality through the conception of socio-cultural-historical human development that has Vygotsky (1934/2008) as its main representative, and for whom the activity is mediated through the development and access to knowledge objects. To conduct the analysis, I took the model of Community of Inquiry developed by Garrison and Anderson (2003), who state that a community of inquiry is constituted by three interdependent elements, essential to the success of the educational experience: cognitive presence, social presence and teaching presence. In this study, I focus on the analysis of the teacher’s actions, based on the three categories of teaching presence: design and organization, facilitating discourse and direct instruction.
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