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. 2023 May 22:16:1883-1896.
doi: 10.2147/PRBM.S409229. eCollection 2023.

Investigating the Impact of the Community of Inquiry Presence on Online Learning Satisfaction: A Chinese College Student Perspective

Yanfang Zhang #  1 , Jinyan Huang #  2 , Shahbaz Hussain #  3 , Yaxin Dong  2
Affiliations

Investigating the Impact of the Community of Inquiry Presence on Online Learning Satisfaction: A Chinese College Student Perspective

Yanfang Zhang et al. Psychol Res Behav Manag. .

Abstract

Purpose: This study investigated how teaching, social, and cognitive presence within the community of inquiry (CoI) framework impacts Chinese college students' online learning satisfaction through self-regulated learning and emotional states.

Methods: A total of 2608 Chinese college students from 112 universities completed a 38-item Likert scale survey measuring teaching, social and cognitive presence, self-regulated learning, emotional states, and online learning satisfaction after COVID-19 restrictions were lifted on December 7, 2022. The study examined the influence of teaching, social, and cognitive presence on online learning satisfaction, mediated by self-regulated learning and moderated by emotional states using SmartPLS. It also analyzed demographic differences using multi-group analysis in the model.

Results: The results indicated a significant positive relationship between a) self-regulated learning and online learning satisfaction, b) teaching presence, cognitive presence, and self-regulated learning, but no relationship between social presence and self-regulated learning. Additionally, self-regulated learning partially mediated the relationship between teaching and cognitive presence and online learning satisfaction. In contrast, self-regulated learning did not mediate the association between social presence and online learning satisfaction. Positive emotional states moderated the relationship between self-regulated learning and online learning satisfaction.

Implications: The study advances the knowledge of these factors influencing online learners' satisfaction, which can help create efficient programs and regulations for students, teachers, and policymakers.

Keywords: emotional states; online learning satisfaction; self-regulated learning; structural equation modeling; the CoI framework.

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Conflict of interest statement

The authors report no conflicts of interest in this work.

Figures

Figure 1
Figure 1
The hypothesized model.
Figure 2
Figure 2
Path coefficients of the hypothesized model.
Figure 3
Figure 3
The moderation effect.
See this image and copyright information in PMC

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