Evaluating the Students’ Learning Presence in Online Learning Communities

Abstract

This study evaluates the effectiveness of students’ learning presence in Online Learning Communities (OLCs), focusing on their engagement, participation, and self-regulation in the learning process. Using a sequential exploratory mixed methods design, Phase 1 involved 13 in-depth interviews with staff and administrators based on the Community of Inquiry (CoI) model. Phase 2 used survey data from 607 participants (101 paid, 506 unpaid) selected through stratified random sampling across six OLCs. Findings reveal strong student engagement but highlight gaps in self-directed learning and collaborative interactions. The study underscores the need for structured support strategies, interactive learning activities, and well-designed instructional scaffolding to enhance student motivation and critical thinking. By identifying key areas for improvement, it offers practical insights for educators and administrators to refine instructional approaches, fostering more effective and student-centered online learning environments.