Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? Stimulated recall interviews with MBA learners identified three thematic categories of learner presence: Learner Intentions, Learner Metacognition, and Peer Monitoring. → Honig 2021

Evidence¶

Honig 2021¶

Honig, C.A. & Salmon, D. (2021). Learner presence matters: A learner-centered exploration into the community of inquiry framework. Online Learning, 25(2), 95-119. https://doi.org/10.24059/olj.v25i2.2237

q2 · i? · qualitative · r2

Thematic analysis of seven stimulated recall interviews with six MBA students who viewed their courses via screen sharing and described their thoughts and actions. Researchers "categorized thematically by the researchers as Learner Intentions, Learner Metacognition, and Peer Monitoring" and represented them in a concept map.

"The learner thoughts and actions described in the interviews were categorized thematically by the researchers as Learner Intentions, Learner Metacognition, and Peer Monitoring."

Discussion¶

Related Claims¶

• Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — the general claim this finding bears on, with the studies behind it
• A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses — related
• Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions — a narrower finding that bears on this claim
• Students in an accelerated online MBA program experience their courses as a community of inquiry, with all three CoI presences rated above 4.0 on a 5-point scale — related
• CoI survey ratings reveal uneven presence profiles: course organization and exploration rated highest while most facilitation items and three cognitive-presence items (curiosity, reflection, testing and applying knowledge) rated below 4.0 — related
• Students showed deficiencies in maintaining and monitoring their reading plan within the three-element view of metacognition — related