Examining the Relationship Between Teaching Presence in the Community of Inquiry Framework and Student Satisfaction in Online Graduate Educational Technology Courses

Author

Vianna Madrid, The University of Texas Rio Grande Valley

Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Maria Elena Corbeil

Second Advisor

Ignacio Rodriguez

Third Advisor

Joseph Corbeil

Abstract

The Community of Inquiry (CoI) Framework, comprising three key elements, social presence, cognitive presence, and teaching presence, provides a theoretical foundation for understanding how students engage with and perceive their online learning environments. Among these elements, teaching presence, encompassing course design and organization, facilitation of discourse, and direct instruction, plays a fundamental role in shaping students’ perceptions of instructional clarity, support, and overall satisfaction. This quantitative study, grounded in the CoI model, examines the relationship between the categories of teaching presence and student satisfaction among graduate students enrolled in online Educational Technology courses. Accordingly, a survey instrument incorporating the CoI framework, and an online student satisfaction survey were used to assess these relationships.

Comments

Copyright 2025 Vianna Madrid. All Rights Reserved.

https://proquest.com/docview/3246870813

Recommended Citation

Madrid, V. (2025). Examining the Relationship Between Teaching Presence in the Community of Inquiry Framework and Student Satisfaction in Online Graduate Educational Technology Courses [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1738