Psychology Research and Behavior Management (May 2023)
Investigating the Impact of the Community of Inquiry Presence on Online Learning Satisfaction: A Chinese College Student Perspective
Abstract
Yanfang Zhang,1,* Jinyan Huang,2,* Shahbaz Hussain,3,* Yaxin Dong2 1Foreign Languages Department, Beijing Union University, Beijing, People’s Republic of China; 2School of Teacher Education, Jiangsu University, Zhenjiang, Jiangsu, People’s Republic of China; 3School of Management, Jiangsu University, Zhenjiang, Jiangsu, People’s Republic of China*These authors contributed equally to this workCorrespondence: Jinyan Huang, Email [email protected]: 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: the CoI framework, self-regulated learning, emotional states, online learning satisfaction, structural equation modeling
