Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

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? Social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence. → Sadaf 2022 q2 i? Teaching presence revealed no statistically significant relationship with metacognition (values of .096 for self-regulation and .228 for co-regulation). → Sadaf 2022

Evidence¶

Sadaf 2022¶

Sadaf, A., Kim, S. Y., & Olesova, L. (2022). Relationship between metacognition and online Community of Inquiry in an online case-based course. Online Learning, 26(4), 79-93. https://doi.org/10.24059/olj.v26i4.3474

q2 · i? · associational · r1

Correlational analysis under RQ3 in the survey of 47 graduate students in the online CBI course. The article reports "social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence."

"teaching presence revealed no statistically significant relationship with metacognition with its value of .096 and .228 for self-regulation and co-regulation, respectively"

Studies bearing on this claim¶

In an online community of inquiry, which presences go with learners' regulation and learning? This table gathers the studies behind this claim and the 13 narrower claims that bear on it: 7 distinct studies (3 associational, 2 qualitative, 1 causal, 1 review), q1–q3, 0 of 7 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study	Design	Effect as recorded	Bears on this claim through
Sadaf 2022	q2 · associational · r1	i?	this claim; Co-regulation shows stronger relationships with the three CoI presences than self-regulati (supports); In an online case-based course, students perceive cognitive presence as highest and least (qualifies); Self-regulation and co-regulation are significantly and highly correlated in an online cas (qualifies)
Honig 2021	q2 · qualitative · r?	i?	CoI survey ratings reveal uneven presence profiles: course organization and exploration ra (qualifies); Peer monitoring among MBA learners goes beyond CoI social presence by involving profession (qualifies); Students in an accelerated online MBA program experience their courses as a community of i (qualifies); Learner presence in an accelerated online MBA context manifests as three qualities: learne (qualifies); A program-wide standard online course template heightens teaching presence and supports le (qualifies)
Means 2021	q1 · qualitative · r2	i?	Students perceived online lab exercises as more effective when instructors were present on (qualifies)
Sarré 2011	q2 · causal · r1	i?	Discussion board interactions generated no negative feedback at all, suggesting synchrony (qualifies)
Dhanya Pramod and Kanchan Pranay Patil 2026	q2 · associational · r2	i?	Learning motivation and perceived social presence are both positively associated with lear (supports)
Chorianopoulos 2018	q2 · review · r2	i?	Human embodiment in video: perceived social presence benefits learning ratings, but instru (qualifies)
Brewer 2003	q3 · associational · r2	i?	Higher numbers of interactions are associated with higher posttest scores in asynchronous (qualifies)

Discussion¶

Learner Variables¶

Metacognition — outcome: instruction changes it

Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course — related
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
Self-regulation and co-regulation are significantly and highly correlated in an online case-based course — related
In an online course, student performance can be examined in relationship to measures of student interaction and sense of presence using multiple independent and dependent variables. — related
Online PBL group interaction follows the scripted sequence initially, but co-regulation derails over time into social bonding with fewer high-cognitive interactions — related
No single metacognitive self-report can be recommended as the industry standard; the COMEGAM-ro has the strongest statistical support but is unreplicated — related

Page metadata

Field	Value
`type`	`claim`
`id`	`social-presence-strongest-metacognition-association-cbi`
`title`	`Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship`
`description`	`Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `sadaf-2022`

Frontmatter is the page's machine-readable record — see the Schema & Guide.

Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship¶