This descriptive study explores interaction patterns in an asynchronous e-learning environment and their impact on trainee performance, using the Community of Inquiry framework as the theoretical basis. The study was conducted with a sample of 64 male and female teachers undergoing training in new teacher preparation programs at the Specialised Institute for Professional Training of Teachers in the Sultanate of Oman (SIPTT). We collected trainee contributions from Microsoft Teams discussion forums and analysed them using the Community of Inquiry coding scheme to explore patterns of social and cognitive presence. The coded data was also used to examine the relationship between presence patterns and trainee performance. The findings reveal that, among the categories of social presence, expression of emotion was the most frequent, followed by open communication. The integration phase coded the majority of trainee interactions in terms of cognitive presence. Additionally, the results indicate that social presence categories account for 25% of the variance in trainee performance, and cognitive presence phases explain 39% of the variance in trainee performance. These findings provide valuable insights into designing and organising asynchronous training courses to enhance trainee performance.