Online Learning Students' Perceptions of the Community of Inquiry Based on Learning Outcomes and Demographic Variables

Abstract

The aim of the study is to investigate online learning students' perceptions of the community of inquiry according to learning outcomes such as perceived learning, willingness to participate in online learning and satisfaction, demographic variables such as age, gender, department, previous online learning experience and learning approach. In the research cross-sectional survey method was used. The sample consisted of 277 undergraduate online learning students. The result showed a high level of positive correlation between social and cognitive (r=.751) and cognitive and teaching (r=.738) presence, and a medium level of positive correlation between social and teaching presence (r=.683) for online learning students. Teaching and cognitive presences were found to be important factors in terms of perceived learning, satisfaction and willingness to participate in online learning among online learning students. There were no significant differences between social, cognitive and teaching presence scores according to students' gender, age, department and previous online learning experience.