The Community of Inquiry (CoI) model is one of the most researched models of online education since the last decade (Garrison, Anderson, & Archer, 2000, 2010; Garrison & Anderson, 2003). It states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence (the ability to be part of a community), Cognitive Presence (the ability to construct and confirm meaning through reflection and discourse) and Teaching Presence (the to support learning). Trying to account for the occurrence of interactions expressing learners' self-regulation processes, a forth element has been proposed: Learning Presence (Shea & Bidjerano, 2010; Shea et al., 2012). However, the existence of a forth Presence has been contested by other researchers (Akyol & Garrison, 2011; Garrison & Akyol, 2013). They claim that in a CoI there is not only self-regulated learning but also social-regulated learning and their metacognitive construct addresses both these dimensions of learning regulation but has not a Presence status. We will present the debate about this eventual forth CoI Presence and first results of a study about individual and social processes of learning regulation in an online course.