Student Engagement, Community of Inquiry, and Transactional Distance in Online Learning Environments: A Stepwise Multiple Linear Regression Analysis

Seyfullah Gökoğlu; Fatma Gizem Karaoğlan Yılmaz; Ramazan Yılmaz

doi:10.19173/irrodl.v25i4.7660

Authors

Seyfullah Gökoğlu Bartin University https://orcid.org/0000-0003-0074-7692
Fatma Gizem Karaoğlan Yılmaz Bartin University https://orcid.org/0000-0003-4963-8083
Ramazan Yılmaz Bartin University https://orcid.org/0000-0002-2041-1750

DOI:

https://doi.org/10.19173/irrodl.v25i4.7660

Keywords:

student engagement, transactional distance, community of inquiry, online learning, regression analysis

Abstract

This study explored the complex dynamics of student engagement, community of inquiry, and transactional distance in online learning environments. The study analyzed 1,281 participants’ responses to identify the factors contributing to online learning outcomes. The research highlighted the crucial role that transactional distance and community of inquiry play in shaping students’ behavioral engagement and provided insight into their significant impact on participants’ learning experience. Through a stepwise multiple linear regression analysis, the research uncovered the complex relationships among these variables, thereby providing valuable insights for educators and institutions aiming to enhance the online learning experience. The results have significant implications for educational practitioners and policymakers, including practical strategies to increase student engagement and foster a lively community of inquiry in online learning environments. Ultimately, this research is a valuable resource for all those involved in online education, to help them understand the key factors that contribute to successful online learning experiences.

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