Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

York, Cindy S.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Abstract

This study explored the impact of course delivery modality—asynchronous versus synchronous—on students’ perceptions of Teaching, Social, and Cognitive Presence as outlined in the Community of Inquiry (CoI) framework. Conducted at a nursing college, the study involved students enrolled in a student success course offered in both formats. Quantitative data, using the CoI Survey Instrument, were collected through pre- and post-course surveys and analyzed with independent t tests to determine whether statistically significant differences existed within and between modalities. Results indicated that both course formats supported high levels of perceived presence across all three domains. In the asynchronous section, a statistically significant increase in Cognitive Presence was observed from pre- to post-survey. In the synchronous section, Teaching Presence demonstrated a statistically significant decrease during the same period. Between-group comparisons revealed that Social Presence was significantly higher in the synchronous group at the start of the course; however, by the end, the asynchronous group demonstrated significantly higher ratings in Teaching, Social, and Cognitive Presence. These findings suggest that synchronous sessions may not be essential to fostering presence in online environments, provided the course is intentionally designed using CoI principles. The study’s implications inform instructional design practices and support the broader adoption of CoI-based strategies in online learning. Recommendations for future research include expanding the sample across disciplines and institutions and incorporating qualitative data to gain deeper insights into students’ learning experiences.

Extent

104 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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