A Survey Study of the Association between Perceptions of Interactions, Learning and Satisfaction among Undergraduate Online Students

Undergraduate students' perceptions of their presences in online learning environments are critical in creating online courses that can best enhance their learning. Hence, understanding how learners perceive their presences in the online environment could assist course designers and instructors in creating quality online learning experiences. The purpose of this study was to explore (1) the perceptions of undergraduate students regarding teaching, social and cognitive presences in online courses and (2) to determine the differences characterizing undergraduate students' perceptions of teaching, social and cognitive presences in online courses based on their age, gender, class standing, online experience, course enrollment, and course duration.;This study used the Community of Inquiry (CoI) framework to explore undergraduate online students' perceptions of teaching, social and cognitive presences in relation to their learning and satisfaction in the online environment. Data were gathered using a non-experimental CoI survey, with additional demographic questions, from approximately 600 undergraduate online students from the College of Public Health at Kent State University. Descriptive and non-parametric inferential statistical methods were used to analyze student responses from this survey.;Results showed that most of the undergraduate students had positive perceptions about the presences in online learning. They had positive perceptions about their interactions with other participants, instructor and course content, and they preferred timely, specific and constructive feedback from their instructors. Very few students thought that knowing other students personally gave them a sense of belonging in these courses. These undergraduate students also had significant differences in their perceptions of some of the social and cognitive presence aspects based on their demographic characteristics of age, online learning experience, enrollment, and course duration. They had difference of opinions on discussions and the collaboration aspects of their learning as well as on the course material and the usefulness of those materials for their learning. Class standing and course enrollment had no influence on their perceptions of their social, teaching and cognitive presences.;Based on the results of the study, the researcher provides online instructional designers and instructors with some implications for practice and recommendations towards creating quality online learning environments for undergraduate students. Implications for practice address the course design, interaction and course delivery aspects of online courses. Recommendations for future research are also offered.