The impact of teaching, social and cognitive presences on a personal finance college course



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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.



Online education, Community of inquiry (CoI), Family and consumer science