Cognitive, Social, and Teaching Presence as Predictors of Students' Satisfaction in Distance Learning

Abstract

The purpose of this study was to examine whether cognitive, social, and teaching presence were significant predictors of the overall students' satisfaction in hybrid learning courses.

A structural equation model of predictors of online learners’ engagement and satisfaction

“…The results also showed that cognitive presence was a main predictor of satisfaction, which coincides with results from previous studies (Akyol & Garrison, 2008;Giannousi & Kioumourtzoglou, 2016;Hosler & Arend, 2012;Kang et al, 2014). Online learners' understanding of their learning environment, cognitive activity, construction of knowledge to solve learning problems, and resource management to support all of these occur through cognitive presence.…”

“…Furthermore, several studies have examined how the three CoI presences predict satisfaction. The majority of these studies found that all three CoI presences significantly predict satisfaction (Alaulamie, 2014;Giannousi & Kioumourtzoglou, 2016;Ke, 2010); however, a few studies have found that social presence is not a predictor of online learners' satisfaction (Joo et al, 2011;Kang et al, 2014).…”

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

“…Overall, this study was found to be in agreement with both Redmond's (2014) and Liu and Yang's (2014) statements, and enhanced the understanding of cognitive presence with a more complete exploration by indicating the ways to attain, improve, and sustain a high level of cognitive presence in the nature of online learning. Therefore, online instructors and educators should be aware that students are able to reach all four phases of cognitive presence, and they should set appropriate course activities to guide students and foster their ability to challenge themselves through the process of critical thinking (Giannousi & Kioumourtzoglou, 2016;Ladyshewsky, 2013). Thus, it is highly recommended to design discussion activities based on real-life experiences and provide scenarios for discussion activities rather than pure factual information.…”

Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

“…Overall, this study is in agreement with Redmond's (2014) and Liu and Yang's (2014) statements and enhances the understanding of cognitive presence with a more complete exploration by indicating the ways to attain, improve and sustain a high level of cognitive presence in the nature of online learning. So, online instructors and educators should be aware of that students are able to reach all four-phases of cognitive presence and set the course activities to guide them fostering their ability to challenge themselves through the process of critical thinking (Giannousi, Kioumourtzoglou, 2016;Ladyshewsky, 2013). It is highly recommended to design discussion activities accordingly with the basis on real life experiences and giving scenarios rather than pure facts and information.…”