Date of Conferral

2-19-2024

Date of Award

February 2024

Degree

Ph.D.

School

Nursing

Advisor

Bonnie Fuller

Abstract

The dynamics of higher education have changed as a result of online learning. However, it can be challenging for teachers to effectively engage students online. Furthermore, limited research about the relationship between presence and online student engagement is a social problem that impacts the quality of online nursing education. The purpose of this nonexperimental quantitative research study was to examine the relationship between social presence, cognitive presence, teaching presence, and online student engagement among MSN students. The community of inquiry (CoI) framework was used to guide this study. The research question addressed the relationship between social presence, cognitive presence, teaching presence, and online student engagement among MSN students. A cross-sectional survey design was employed to collect survey data from participants across the Unites States. The CoI survey and the Online Student Engagement scale were used as the instruments for data collection. Participants were recruited from across the United States using social media, email invitations, and the Walden University Participant Pool. The sample size was 85. Multiple linear regression was used for data analysis. Results of the study showed that overall social, cognitive, and teaching presences explained a significant portion of variance in student engagement among MSN students. However, individually, none of the presences explained any significant portion of variance in online engagement. Social change implications include improving the quality of online learning and increasing awareness of how stakeholders can enhance online student engagement. Recommendations for future research include examining whether similar findings hold true in a blended learning environment.

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