Modelling the role of learner presence within the community of inquiry framework to determine online course satisfaction in distance education

This study sought to investigate the nuances in predictive relationships existing among teaching presence, cognitive presence and social presence as well as learner presence in the Community of Inquiry (CoI) framework towards online course satisfaction. The study is necessitated by the deficiency of current literature in providing information on the nuances in interaction among the three original presences and learner presence, prior to the final determination of online course satisfaction. Thus, the study adopted a survey design and collected data via a questionnaire from 347 postgraduate students on an online database course. Partial Least Squares Structural Equation Modelling was used to validate a definite model on the predictive relationships existing among teaching presence, cognitive presence, social presence, learner presence and online course satisfaction. Results from the structural model analysis proved a statistically significant predictive relationship between learner presence and the three other presences (i.e. cognitive presence, social presence and teaching presence). Other relationships established include social presence and cognitive presence; social presence and teaching presence. Finally, online course satisfaction was predicted by social presence and teaching presence. Based on the findings it was recom-mended that institutions that offer online courses should device concrete strategies that promote social presence and teaching presence since these variables are precursors to online course satisfaction. Finally, the design of online courses should be effective and learner-centred to attract the learner since learner presence determines all the other three 'presences' in online learning environment.

Automated summary

This study investigated the predictive relationships among teaching presence, cognitive presence, social presence, and learner presence in the Community of Inquiry framework for online course satisfaction. A survey was conducted with 347 postgraduate students to collect data on an online database course. The study used Partial Least Squares Structural Equation Modeling to validate the predictive relationships among the presences and online course satisfaction. Results showed significant predictive relationships between learner presence and the other presences, as well as between social presence and cognitive presence, and social presence and teaching presence. Online course satisfaction was predicted by social presence and teaching presence. The study suggests that institutions should develop strategies to promote social presence and teaching presence for online course satisfaction, and that online courses should be designed to be learner-centered to attract learner presence.