Same Screen, Different Story: Modality Matters in Online Learning Communities

Background Researchers examining Communities of Inquiry (COI) have established cognitive, social, and teaching presence (design and facilitation) as consistent predictors of student learning and satisfaction, but little is known about how this relationship differs across online course modalities. Objective This study examined whether the online course modality moderated the relationships between COI presence and learning and satisfaction. Method Undergraduate students taking an online synchronous or asynchronous statistics course completed surveys assessing perceived COI presence, learning (grades and perceived skill development), and satisfaction (course and lab). Results Cognitive presence was the strongest predictor of student outcomes, regardless of modality. Social presence was only a predictor of greater perceived skill development in synchronous sections. Course design was only a predictor of greater perceived skill development and lab satisfaction in asynchronous sections. Conclusion The relation between perceived COI and learning and satisfaction in skill-based online courses can depend on modality (synchronous or asynchronous). Teaching Implications Provide a strong cognitive presence with applied, complex, and interesting assignments to support student learning and satisfaction in online courses. Provide a collaborative social environment in synchronous courses to support skill development. Focus on clear communication and organized course design in asynchronous courses to support skill development and lab satisfaction.