<b>Undergraduates’ Perceptions of Community of Inquiry in the Fully Online Mathematics Classroom: A Mixed-Methods Study </b>
Katie Johnston
Source abstract
This study examined undergraduates’ perceptions of the Community of Inquiry framework—cognitive, teaching, and social presence—within a fully online mathematics learning environment. Using an explanatory sequential mixed-methods design (QUAN → qual), Phase One collected survey data from students enrolled in a fully online mathematics course at a four-year public university, followed by Phase Two focus groups to explore differences across Community of Inquiry perception levels. Results showed the highest satisfaction with teaching presence (M = 3.48, SD = 1.26) and the lowest with social presence (M = 3.00, SD = 1.21). Integrative analysis indicated that prior experiences with online mathematics learning significantly shaped students’ perceptions of Community of Inquiry in fully online College Algebra courses. Overall, the findings suggest that fully online mathematics courses can effectively support teaching and cognitive presence through clear structure and high-quality instructional resources, but intentional design strategies are needed to strengthen social presence and help students—particularly those with less positive online learning histories—feel more connected and supported in the digital classroom.
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