Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA
The extensive adoption of online education by universities worldwide was further propelled by the coronavirus disease pandemic (COVID-19), giving rise to a key challenge: high dropout rates. Previous studies based on the Community of Inquiry (CoI) framework have examined the effects of social presen...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2025-01-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/28_1#h.fiin619v6ct |
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| author | Jonathan Paris, Sawsen Lakhal, Joséphine Mukamurera |
| author_facet | Jonathan Paris, Sawsen Lakhal, Joséphine Mukamurera |
| author_sort | Jonathan Paris, Sawsen Lakhal, Joséphine Mukamurera |
| collection | DOAJ |
| description | The extensive adoption of online education by universities worldwide was further propelled by the coronavirus disease pandemic (COVID-19), giving rise to a key challenge: high dropout rates. Previous studies based on the Community of Inquiry (CoI) framework have examined the effects of social presence (SP), cognitive presence (CP), and teaching presence (TP) on student satisfaction and persistence in higher education. The aim of this quantitative study was to investigate the moderating effects of gender, age, and online course experience on these relationships. A total of 762 online questionnaires were completed by students enrolled in two French-language universities in Canada. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) and partial least squares multigroup analysis (PLS-MGA). Results revealed that gender, age, and online course experience moderate the relationships between TP, satisfaction, and persistence, and that TP is a significant component of online courses when satisfaction and persistence are considered. |
| format | Article |
| id | doaj-art-5ea8c2a0dde94e28b55cbd60b9d9895e |
| institution | OA Journals |
| issn | 1176-3647 1436-4522 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj-art-5ea8c2a0dde94e28b55cbd60b9d9895e2025-08-20T02:27:32ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222025-01-01281178193https://doi.org/10.30191/ETS.202501_28(1).RP10Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGAJonathan Paris, Sawsen Lakhal, Joséphine MukamureraThe extensive adoption of online education by universities worldwide was further propelled by the coronavirus disease pandemic (COVID-19), giving rise to a key challenge: high dropout rates. Previous studies based on the Community of Inquiry (CoI) framework have examined the effects of social presence (SP), cognitive presence (CP), and teaching presence (TP) on student satisfaction and persistence in higher education. The aim of this quantitative study was to investigate the moderating effects of gender, age, and online course experience on these relationships. A total of 762 online questionnaires were completed by students enrolled in two French-language universities in Canada. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) and partial least squares multigroup analysis (PLS-MGA). Results revealed that gender, age, and online course experience moderate the relationships between TP, satisfaction, and persistence, and that TP is a significant component of online courses when satisfaction and persistence are considered.https://www.j-ets.net/collection/published-issues/28_1#h.fiin619v6ctpersistenceonline courseshigher educationcommunity of inquirylearner characteristics |
| spellingShingle | Jonathan Paris, Sawsen Lakhal, Joséphine Mukamurera Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA Educational Technology & Society persistence online courses higher education community of inquiry learner characteristics |
| title | Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA |
| title_full | Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA |
| title_fullStr | Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA |
| title_full_unstemmed | Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA |
| title_short | Relationships between presence, satisfaction, and persistence in higher education online courses: Assessing the moderating effects of gender, age, and online experience using PLS-MGA |
| title_sort | relationships between presence satisfaction and persistence in higher education online courses assessing the moderating effects of gender age and online experience using pls mga |
| topic | persistence online courses higher education community of inquiry learner characteristics |
| url | https://www.j-ets.net/collection/published-issues/28_1#h.fiin619v6ct |
| work_keys_str_mv | AT jonathanparissawsenlakhaljosephinemukamurera relationshipsbetweenpresencesatisfactionandpersistenceinhighereducationonlinecoursesassessingthemoderatingeffectsofgenderageandonlineexperienceusingplsmga |