Twenty-eighth International Conference on Learning

Abstract

Once the Covid-19 pandemic began in the middle of the spring term, educators all around the world transformed their instruction to the online environment and were called “emergency remote teaching”. Collaboration and ownership have become an issue for educators as there are some differences between face-to-face and emergency remote teaching (Liman-Kaban & Ascı, 2021). When the literature is analyzed, Moore and Anderson, (2003) claim that research on online learning can be traced back to earlier distance education and telecommunication endeavors. The majority of these studies were about practical issues of the development and implementation of the online learning environments (Sunal, Sunal, Odell, & Sundberg, 2003) and there are limited studies on remote teaching in the graduate courses. In this study, the influence of the community of inquiry presences on students learning satisfaction and learning whereas attending an online graduate course at a private university in Istanbul, Turkey was analyzed. Forty-eight master’s degree course students participated in the study. The purpose of the study was to understand the relationship between online presences, which are called teaching, social, and cognitive presences, and learning satisfaction and learning. In order to analyze the data regression analysis was used. The findings of the study show that online presence has a statistically significant impact on learning satisfaction and learning. Cognitive presence plays the most important role in an online learning environment. Moreover, there is a statistically significant relationship in learning performance between students’ satisfaction, learning, and presence. Accordingly, suggestions are presented to enhance online collaboration.