The impact of teaching, social and cognitive presences on a personal finance college course
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Abstract
This study was designed to investigate the relative impact of teaching, social, and cognitive presence on learning and satisfaction among students
taking an online course in
personal finance.
Using a social constructivist education
theory, the Community of Inquiry
Model identifies and measures three principle elements critical to a successful online learning environment.
An online survey was used to collect data for the study from a convenience sample of online students (N=21
3) who were enrolled in an introductory
personal finance course.
The results from this study did not indicate a significant relation
between satisfaction or learning in
relation to social presence. Cognitive presence was found to be significantly related to both satisfaction and learning.
Students with higher cognitive presence scores indicated being more
satisfied in the course. Understanding these presences in an online course can help Family and Consumer
Sciences faculty identify and reflect on individual strengths and weaknesses in course design and
instructional approaches.