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It applies the community of inquiry (CoI) framework and surveyed 93 students enrolled in online courses about learning experiences, perceptions, and technological delivery. Results show most courses are asynchronous and delivered via Moodle. Statistically significant differences emerged across CoI dimensions by education level, with graduate students reporting more favorable experiences. 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This study was contextualized using the three elements of the community of inquiry (CoI) framework. We surveyed 93 students currently registered in online classes about their online learning experiences, perceptions, and technological delivery of their course. Findings revealed that the majority of online courses were asynchronous using Moodle. There was a statistically significant difference between the three CoI dimensions and level of education where graduate students had more favourable online learning experiences, as measured by an adapted CoI survey. In conclusion, we pose a revised model for the CoI showing a hierarchy of presences for future considerations.  \nKeywords: Online learning, synchronous, asynchronous, learning management system, community of inquiry framework  \nRésumé  \nL'objectif de cette étude était d'examiner les facteurs qui influencent l'apprentissage en ligne compte tenu de sa croissance rapide combinée à la nécessité de réduire l'attrition dans les coursen ligne en offrant un enseignement de qualité . Cette étude a été contextualisée en utilisant les trois éléments du cadre de la communauté d'apprentissage. Nous avons interrogé 93 étudiants actuellement inscrits dans des cours en ligne sur leurs expériences d'apprentissage en ligne, leurs perceptions et la prestation technologique de leur cours. Les résultats ont révélé que la majorité des cours en ligne étaient asynchrones en utilisant Moodle. Il y avait une différence statistiquement significative entre les trois dimensions de la communauté d'apprentissage et le  \nCJLT/RCAT Vol. 46 (1)  \nniveau d'éducation où les étudiants de deuxième et troisième cycle avaient des expériences  \nd'apprentissage en ligne plus favorables, comme mesuré par une enquête adaptée de communauté d'apprentissage. En conclusion, nous présentons un modèle révisé de communauté  \nd'apprentissage montrant une hiérarchie des présences pour des considérations futures.  \nIntroduction  \nOnline learning has grown at an incredible rate due to the changing nature of our current technological society as well as the more recent global pandemic that has seen schools around the world transition to online learning (Li & Lalani, 2020 ; Tuckman, 2007) . Institutions of higher education are now at the forefront to restructure and provide innovative educational opportunities, capitalizing on advancements in technology in order to meet the learning needs of all levels of education in addition to the need for post-secondary institutions to cast wider nets in their recruiting initiatives (Capra, 2011) . In 2015, it was estimated that in Canada alone there were over 1.3 million online course registrations each semester (Jean-Louis, 2015) . This paralleled an 11% increase in the number of institutions that provided online courses between 2011 and 2016 (Bates, 2018) . We anticipate that the number of online courses in 2020 has increased by tenfold.  \nSeveral studies have documented a shortfall in learning opportunities in online classes. For example, Sun, and Rueda (2012) attributed low student engagement to students’ physical absence in class, while Tuckman (2007) attributed low student engagement to instructors being physically distant from online courses. Whether low student engagement stems from the physical distance of the instructor or the student, this shortfall can be bridged by creating what Garrison, Anderson, and Archer (2000) call the Community of Inquiry (CoI) .","cbCaiaFgvGixILAj","https://ap.wps.com/l/cbCaiaFgvGixILAj","pdf",273602,27,"English","# Abstract\n# Introduction\n## Research questions and study focus","[{\"question\":\"What framework guided the study of online learning?\",\"answer\":\"The study used the community of inquiry (CoI) framework, focusing on social presence, teaching presence, and cognitive presence as three dimensions.\"},{\"question\":\"How were most courses delivered in the surveyed sample?\",\"answer\":\"Most surveyed online courses were asynchronous and used Moodle as the learning management system.\"},{\"question\":\"Did education level affect online learning perceptions?\",\"answer\":\"Yes. The study found statistically significant differences between CoI dimensions by education level, with graduate students reporting more favorable online learning experiences.\"}]","Online Learning - Practices, Perceptions, and Technology - Winter/Hiver 2020 | PDF",1792086459,68]