OER Knowledge CloudJournal Article20172017/06Jaffer, TasneemGovender, ShanaliBrown, CherylMOOCsCommunity of Inquiry frameworkblended learningSouth AfricaOpen PraxisInternational Council for Open and Distance Education92207–2212304-070XMandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness for postgraduate study, and increasing student mobility. Extra-curricular academic and professional skills support is offered through a range of modes, including the wrapping of MOOCs. This research explored the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework. Although the CoI framework surfaced complex relationships between the three presences and students’ learning experiences, with students expressing strong appreciation for the face-to-face contact in addition to online learning, the framework does not surface the substantial impact of learner and structural factors as contributors to learning.yes10.5944/openpraxis.9.2.565https://www.openpraxis.org/index.php/OpenPraxis/article/view/565https://www.openpraxis.org/index.php/OpenPraxis/article/view/565South Africa, Africa