Abstract: Online learning has grown dramatically globally. This growth has been facilitated by the strengthening of telecommunication infrastructures and government support. Furthermore, online courses are increasingly being offered globally, frequently at little or no cost as is the case with Massive Open Online Courses (MOOCs). However, high attrition rates have prevented online learning from achieving its potential impact. The Community of Inquiry (CoI) framework has the potential to inform the creation of more supportive, interaction-rich learning environments. However, the framework and its accompanying validated instrument were both created in North America with North American students, limiting researchers’ ability to use the instrument in global courses where participants have more limited English skills. In this research we revised the CoI Instrument so that it could be easily read and understood by individuals with limited English abilities. Using Exploratory and Confirmatory Factor Analyses (EFA and CFA) we found that the revised instrument had good fit statistics once four items were removed.