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Forty-eight master’s students participated during the 14-week Fall 2020 semester. Correlation analysis and descriptive statistics were used, and thematic qualitative analysis addressed two open-ended survey questions. Results show statistically significant impacts on learner satisfaction, with teaching presence playing the strongest role, supported by implications for online collaborative course design.",{"@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/the-influence-of-online-coi-presences-on-learner-satisfaction-in-higher-education/592984/",{"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/the-influence-of-online-coi-presences-on-learner-satisfaction-in-higher-education/592984.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study focus on?","Question",{"text":112,"@type":113},"The study examines the relationship between CoI online presences (teaching, social, and cognitive) and learner satisfaction in an online graduate course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the learner satisfaction data analyzed?",{"text":117,"@type":113},"Correlation analysis and descriptive statistics were conducted, and thematic qualitative analysis was used to analyze answers to two open-ended survey questions.",{"name":119,"@type":110,"acceptedAnswer":120},"Which CoI presence most strongly influences learner satisfaction?",{"text":121,"@type":113},"Teaching presence has the most important role in learner satisfaction and performance in the online learning environment during the pandemic.","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},592984,1792165227,{"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":24,"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,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Influence of Online CoI Presences on Learner Satisfaction in Higher  \nEducation  \nAyşegül Liman Kaban  \nAbstract: In this study, the influence of the community of inquiry (CoI) presences on learner satisfaction levels of students attending an online graduate course at a private university in Istanbul, Turkey was analyzed. Forty-eight students who are taking a master's degree course participated in the study. The purpose of the study was to analyze the relationship between CoI online presences -which are categorized as teaching, social, and cognitive presences-and learner satisfaction. In order to analyze the data , correlation analysis, and descriptive statistics were conducted. Thematic qualitative analysis was also employed to analyze the answers to two open-ended questions in the survey. Forty-eight graduate students (26 female and 22 male) participated during the 14-week semester of Fall 2020. The findings of the study show that presences have a statistically significant impact on learner satisfaction. When they are compared, teaching presence has the most important role in learner satisfaction and performance in a learning environment during the pandemic. Accordingly, findings suggest implications for creating online collaborative courses. They also indicate that teachers’ positive attitude towards the course and participants and up-to-date course content might increase learner satisfaction.  \nKeywords: online collaborative learning, community of inquiry, online presences, instructional strategies, sense of community  \nHighlights  \nWhat literature already suggests:  \n• The three presences have a major impact on student satisfaction with their online learning experience, but successful learning environment is only associated with teaching and cognitive presences, omitting social presence.  \n• Teaching presence has an influence on social presence and cognitive presence. What this paper contributes to the literature:  \n• Social presence has the most significant role in providing learner satisfaction and improving performance in a pandemic learning environment.  \n• Teachers’ positive attitude towards the course and participants increase learner satisfaction.  \n• Up-to-date course content has a positive influence on learner satisfaction.  \n• Feedback sessions promote and enhance learner satisfaction.  \nImplications for theory, practice and/or policy:  \n• Learner satisfaction was found to be significantly influenced by teaching presence, which included instructional design and direct instruction.  \n• Course designers and instructors should think about giving members of the online community more information about interactive online teaching strategies and including possibilities for continuing interaction and discussion.  \nIntroduction  \nThe COVID-19 catastrophe has interrupted education for nearly 1.6 billion learners around the world (United Nations [UN], 2020) . When the Covid-19 pandemic began in Turkey, it was the middle of the spring term and as in many other countries all around the world; therefore, universities and schools had to turn quickly to online and interactive education platforms, embracing remote forms of teaching and learning as school closures were implemented (Liman Kaban & Aşçı, 2021) . Bozkurt (2019) defines distance education as the activities which are applied in formal, informal, or non-formal domains facilitated by information and communication technologies to diminish remoteness not only physically but also psychologically. The purpose of this study is to analyze the literature and help create a mind map to design an online course for educators who would like to increase collaboration in their classes.  \nTechnology not only promotes independent learning environment (Horvat et al. , 2015) but also supplies personalization (Kompen et al. , 2019) . Moore and Anderson, (2003) report that “research on online learning can be traced back to earlier distance education and telecommunication endeavors”. The","cbCaik1rSZRB8aJb","https://ap.wps.com/l/cbCaik1rSZRB8aJb","pdf",309269,17,"English","# Introduction\n# Literature\n## The Community of Inquiry (CoI) Elements in Emergency Remote Teaching Environments\n# Abstract\n# Highlights\n# Implications for theory, practice and/or policy","[{\"question\":\"What research question does the study focus on?\",\"answer\":\"The study examines the relationship between CoI online presences (teaching, social, and cognitive) and learner satisfaction in an online graduate course.\"},{\"question\":\"How was the learner satisfaction data analyzed?\",\"answer\":\"Correlation analysis and descriptive statistics were conducted, and thematic qualitative analysis was used to analyze answers to two open-ended survey questions.\"},{\"question\":\"Which CoI presence most strongly influences learner satisfaction?\",\"answer\":\"Teaching presence has the most important role in learner satisfaction and performance in the online learning environment during the pandemic.\"}]","The Influence of Online CoI Presences on Learner Satisfaction in Higher Education | PDF",1792076320,43]