Using the Community of Inquiry Framework to Understand Students’ Learning Experience in Online Undergraduate Business Courses

This paper presents the results of a study that explored undergraduate students’ perceptions of cognitive, social, and teaching presences in online business courses and their relationship to students’ course satisfaction in addition to demographic variables. Student engagement has proven to be one o...

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Bibliographic Details
Published in:TechTrends 2020, Vol.64 (1), p.172-181
Main Authors: Choo, Jinhee, Bakir, Nesrin, Scagnoli, Norma I., Ju, Boreum, Tong, Xiaoping
Format: Article
Language:English
Subjects:
Academic Persistence
Age Differences
Business
Business Administration Education
College students
Communities of Practice
Demographic variables
Demographics
Education
Educational Experience
Educational Technology
Gender Differences
Learner Engagement
Learning and Instruction
Multivariate statistical analysis
Online Courses
Original Paper
School Holding Power
Structural Equation Models
Student Attitudes
Student participation
Student retention
Students
Teacher Student Relationship
Teaching Methods
Undergraduate Students
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Summary:This paper presents the results of a study that explored undergraduate students’ perceptions of cognitive, social, and teaching presences in online business courses and their relationship to students’ course satisfaction in addition to demographic variables. Student engagement has proven to be one of the main reasons for student retention and satisfaction in online courses and the Community of Inquiry (CoI) framework by Garrison, Anderson, and Archer promised to provide clear structure to identify student engagement. A total of 223 business undergraduate students participated in the online survey adapted from the CoI survey (Garrison et al., The Internet and Higher Education, 2 (2–3), 87–105, 2000 ) with additional demographic variables. Results indicated that teaching presence and cognitive presence of the CoI framework has a significant impact on the course rate of online undergraduate business courses confirmed by the Structural Equation Modeling (SEM). A moderation effect of gender on the relationship between age and course rate was also found.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-019-00444-9