Abstract-In this paper, the author examines whether there is any correlation between students' perceived learning styles with regard to the four domains of Felder and Silverman ( (2000): teaching presence, social presence and cognitive presence. First, the CoI survey was administered to a sample of Master students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students' selfperceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students' perceived learning styles with regard to some domains of Felder and Silverman's model and only two presences of the CoI framework: social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students' needs and thus foster effective learning.
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