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¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2024: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? CoI survey grand means for teaching presence (M = 4.01), cognitive presence (M = 4.08), and social presence (M = 4.24) confirmed that MBA students perceived all three presences in their courses. → 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 · r?
Descriptive analysis of the validated 34-item CoI Survey completed by 21 MBA students (32 completed surveys across courses) in an accelerated online/blended program. Grand means confirmed "Mean ratings across the three presences exceeded 4.0" with social presence highest.
"Mean ratings across the three presences exceeded 4.0 (on a 5 -point scale) and confirmed overall agreement that teaching presence (M = 4.01, SD = .21), cognitive presence (M = 4.08, SD =.13), and social presence (M= 4.24, SD = .30) were evident in the MBA course sections that students rated."
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
- In an online case-based course, students perceive cognitive presence as highest and least variable, and teaching presence as the most variable, among the CoI presences and metacognition dimensions — 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
- A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses — related
- Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring — related
- Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions — related
- International online MBA students perceived cultural differences in collaboration but reported they did not negatively affect their learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mba-students-experience-courses-as-coi |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — honig-2021 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.