The purpose of this study was to examine the effects of the Community of Inquiry framework through an in-depth examination of learning comprised of teaching, social and cognitive presence in traditional versus cooperative online teaching at a community college. A total of 21 students participated in this study, with approximately 45% having taken online courses previously. Repeated Measures ANOVA were completed for all analyses via the SPSS General Linear Model--Repeated Measures with alpha set at a = 0.05 across all tests Cooperative learning (Mean = 72.18, SD = 12.31) was significantly higher than traditional learning (Mean = 70.91, SD = 12.70). The effect size of 0.22 as measured by Partial Eta Squared was quite large, with 22% of the difference in variance explained by overall learning. CL in teaching presence (Mean = 33.62, SD = 5.17) was significantly higher than traditional in teaching presence (Mean = 32.82, SD = 5.74). The effect size of 0.46 as measured by Partial Eta Squared was very large, with 46% of the difference in variance explained by teaching presence. Social and cognitive were not statistically significant (p>0.05). Future studies should examine different designs of teaching presence, such as allowing students to choose their own groups, which may lead to increased social presence and cognitive presence and in turn increased learning.