The Relationships Between Community of Inquiry, Academic Procrastination, And Achievement Among Non-Traditional Online Students

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Online Teaching and Learning Virtual Poster Session

Abstract

We examined the relationships between teaching, social, and cognitive presence within the Community of Inquiry framework, academic procrastination, and achievement among non-traditional online students in South Korea. An online survey of 801 participants measured the three presences and academic procrastination, while Grade Point Average (GPA) represented achievement. Multiple regression and the Johnson-Neyman technique revealed that cognitive presence fully mediated the effects of teaching and social presence on GPA, while social presence partially mediated the influence of teaching presence on cognitive presence. Cognitive presence moderated the relationship between academic procrastination and GPA, with GPA decreasing at low procrastination levels but increasing at high levels. A one-way MANOVA showed that students with lower procrastination had significantly higher cognitive presence across all sub-constructs.

Authors

• Sanghoon Park, University of South Florida

• Yongho Won, Hanyang University

• Sukjin Kwon, Gukje Cyber University

• Heoncheol Yun, Hankyong National University