Abstract
This study investigated the structural relationships among online learners’ teaching, social and cognitive presence, engagement, and satisfaction. Data were collected from graduate students enrolled in an online graduate program at a large Midwestern public university through online surveys. Structural equation modeling (SEM) was used to analyze the data. According to the results, teaching presence, cognitive presence, emotional engagement, behavioral engagement, and cognitive engagement were significant predictors of satisfaction and these determinants explained 88% of the variance in satisfaction. The results indicate that the dominant determinant of the satisfaction was teaching presence, which had direct and indirect effects on satisfaction. Moreover, the study revealed significant predictors of emotional, behavioral, cognitive and agentic engagement. Implications are discussed in terms of theoretical insights, practices for online learning environments, and further research directions.
Highlights
This study investigated the structural relationships among online learners’ teaching, social, and cognitive presence, engagement, and satisfaction
This study investigated the structural relationships among the three Community of Inquiry (CoI) presences, four components of engagement, and satisfaction in fully online courses
This study found that increasing learners’ perceptions of levels of teaching and cognitive presence enhanced their satisfaction with emotional engagement in online courses
Summary
This study investigated the structural relationships among online learners’ teaching, social, and cognitive presence, engagement, and satisfaction. Constructivism and Dewey’s notions of community and inquiry (Akyol & Garrison, 2011; Swan, Garrison, & Richardson, 2009; Swan & Ice, 2010), is one of the most popular theoretical frameworks for understanding online learning processes It has been widely used as a guide for developing and evaluating online courses as well as for training faculty to teach online. The CoI framework suggests that three elements—teaching presence, social presence, and cognitive presence—work together to create and maintain a collaborative community of inquiry and effective learning processes in online education environments (Akyol & Garrison, 2008; Kozan & Richardson, 2014; Swan et al, 2009). The purpose of this study is to present a path model that predicts online learners’ engagement and satisfaction based on the CoI framework
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