This study examined students' perceived metacognition and online presence within the Community of Inquiry (CoI) framework in online courses. Forty students participated in this study. Data were collected through the CoI survey instrument and shared metacognition questionnaire. The findings revealed students rated teaching presence as the highest while social presence was the lowest among the three presences. Students rated individual metacognition higher than group metacognition. Students identified readings, discussions, and application activities as the most contributing course elements to their critical thinking. Students shared that the instructor's feedback was the most encouraging facilitation technique for critical thinking. The findings of this study will be helpful for researchers and practitioners who design and teach asynchronous online courses for undergraduate students to promote metacognition. [For the full proceedings, see ED636095.]