Effects of Constructing a Community of Inquiry for Student Perceptions of Online Discussions

• In Event: Marriott Roundtable Session 12
  In Roundtable Session: Understanding Professional Knowledge Construction in Teaching (and Learning)

Abstract

The number of post-secondary students taking an online course continues to rise. With asynchronous discussions often serving as a prominent forum for the co-construction of meaning, it is important we understand factors that influence student engagement. This study explores the question of whether students’ perceptions of teaching presence, social presence, and cognitive presence predict their perceptions of asynchronous online discussions. Undergraduate students (n = 101) enrolled in educational psychology courses were surveyed using the Community of Inquiry and Perceptions of Asynchronous Online Discussion Scales. Results indicate that social presence best predicts student perceptions of both cognitive and affective aspects of these discussions, while social and teaching presence predict student satisfaction. Implications for future research and practice are provided.

Authors

• Jane S. Vogler, Oklahoma State University

• William C James, Oklahoma State University

• Yessenia Castillo, Oklahoma State University