Abstract
This paper proposes a new Online Learning Community Model for asynchronous online discussions (AODs) adapted from the Community of Inquiry Model. The new model highlights Assessment Presence as a new element interacting with and affecting student learning and the elements of Cognitive Presence, Social Presence, and Teaching Presence. An assessment rubric for AODs used for three graduate Cybersecurity technology classes is examined. The data and observations on student performance in AODs and student perceptions on the online learning environment indicate an effective and positive role of the rubric and assessment element in building a constructive online learning community.
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