The Role of Prior Online Learning Experience in Community of Inquiry, Engagement, and Satisfaction Scores

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Trends in Instructional Technology

Abstract

This study examined the role of prior online learning experience on students’ perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. The established CoI survey, engagement survey, and satisfaction survey were utilized to collect data (n=878) from a large midwestern university. Descriptive analysis, MANOVA and one-way ANOVA were conducted. The post hoc analysis found that only social presence scores, F(3, 746) = 7.532, p < .001, partial η2 = .03, and emotional engagement scores, F(3, 806) = 3.457, p = .016, partial η2 = .013, showed a statistically significant difference by the number of the online courses taken. The study has important implications for online course designers and facilitators.

Authors

• Mohammad Shams Duha, Purdue University

• Jennifer C. Richardson, Purdue University

• Yukiko Maeda, Purdue University

• Sevda Kucuk, Istanbul University-Cerrahpasa