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The study examines moderation effects of gender on the association between CoI elements and perceived learning. Data were collected from 348 Malaysian undergraduate students enrolled in blended programs across three public universities. Instruments included online and face-to-face participation measures, a CoI questionnaire, and a perceived learning scale; validity was reviewed by experts and reliability tested in a pilot study with SEM assumptions checked. Results show gender-group differences were statistically significant but not large enough to moderate the CoI–perceived learning relationship.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moderation-effect-of-gender-on-relationship-between-community-of-inquiry-and-perceived-learning-in-blended-learning-environments/599742/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moderation-effect-of-gender-on-relationship-between-community-of-inquiry-and-perceived-learning-in-blended-learning-environments/599742.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study investigating about gender and learning outcomes?","Question",{"text":112,"@type":113},"It investigates whether gender moderates the relationship between Community of Inquiry (CoI) elements and perceived learning in blended learning environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and validated?",{"text":117,"@type":113},"The study used participation measures, a CoI questionnaire, and a perceived learning scale distributed to 348 Malaysian undergraduates. Expert panel validation was conducted, reliability was tested in a pilot study, and SEM assumptions were checked before analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about gender differences?",{"text":121,"@type":113},"Although male and female undergraduate groups differed statistically, the difference was insufficient to moderate the relationship between CoI components and perceived learning in blended learning environments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599742,1792165951,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended  \nLearning Environments  \nRouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali, & Shaffe bin Mohd Daud  \nUniversiti Putra Malaysia, Malaysia  \nAbstract  \nIt is conceivably important that demographic variables such as gender may have an impact on community of inquiry (CoI) and perceived learning. This study is in response with Garrison et al. (2010) who suggest that there is a need to determine moderation effects of gender on the relationship between CoI elements and perceived learning. A total of 348 undergraduate students were drawn from blended programs in three public universities in Malaysia to be the sample of the study. As research instrumentation, participation in online and face to face session, the community of inquiry questionnaire, and a perceived learning scale were distributed among the respondents. All the questionnaires were validated by a panel of experts, reliability of the instrument was tested in a pilot study and assumptions of Structural Equation Modeling (SEM) were checked before analyzing the data. The findings of the study have shown that although differences between the two groups of undergraduate students (male and female) were statistically significant, the amount of differences were not enough to moderate the relationship between CoI components and perceived learning in undergraduate blended learning environments.  \nHowever, the findings indicate that differences between the two groups of undergraduate students (male and female) were statistically significant.  \nKeywords: Community of Inquiry; Blended Learning Environment; Perceived Learning;  \nGender; Higher Education  \nIntroduction  \nScholars have worked extensively to develop a structural framework from which to examine online and blended educational experiences. One example, the Community of Inquiry (CoI) model, has great potential to serve as such a framework which educators can use for evaluating and assisting in the development of online and blended courses (Garrison & Arbaugh, 2007) . Garrison and Vaughan (2008) used CoI to describe, investigate, and research blended learning.  \nEvidence indicates that CoI is a key factor in creating an effective environment for online and blended learning. As Vaughan (2010) indicates CoI is a common framework that directs attention to the process of constructing and confirming deep learning. Garrison et al (2000) emphasized that it is vital to understand the characteristics of learning community that support critical discourse and a valuable learning experience for educational institutions. They have argued that a community of inquiry is important to support critical thinking and meaningful learning in online learning environments. Historically, Swan and Ice (2010) indicate  \nthat CoI is social constructivist in nature and is grounded in John Dewey’s (1938) notion of practical inquiry. \"The elements of a community of inquiry can enhance or inhibit the quality of the learning experience and learning outcomes\" (Garrison et al., 2000 p. 92) . Furthermore, the fundamental perspective of the model reflects a \"collaborative constructivist\" view of teaching and learning which is associated with Dewey’s work. Central assumption of CoI is that a worthwhile learning experience can be achieved through interaction of three elements of the CoI model. Through interplay among the three presence elements, students construct new knowledge in a community of inquiry context. Therefore, CoI assumes that learning arises through the communication of these three core components. The elements of CoI are namely: cognitive presence, teaching presence, and social presence. Garrison (2003) claimed that the successful learning experience is related with the balance of these elements.  \nCognitive presence is one of the elements of the community of inquiry model (Garrison et al., 2010) . According to Bentz (2009), cognitive pr","cbCais2G9npsHv56","https://ap.wps.com/l/cbCais2G9npsHv56","pdf",820580,15,"English","# Abstract\n# Keywords\n# Introduction\n## Community of Inquiry model and its elements\n## Cognitive presence\n## Teaching presence","[{\"question\":\"What is the study investigating about gender and learning outcomes?\",\"answer\":\"It investigates whether gender moderates the relationship between Community of Inquiry (CoI) elements and perceived learning in blended learning environments.\"},{\"question\":\"How was the data collected and validated?\",\"answer\":\"The study used participation measures, a CoI questionnaire, and a perceived learning scale distributed to 348 Malaysian undergraduates. Expert panel validation was conducted, reliability was tested in a pilot study, and SEM assumptions were checked before analysis.\"},{\"question\":\"What do the findings suggest about gender differences?\",\"answer\":\"Although male and female undergraduate groups differed statistically, the difference was insufficient to moderate the relationship between CoI components and perceived learning in blended learning environments.\"}]","Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments | PDF",1792089354,38]