Internet Learning Volume 1, Number 1, Fall 2012 | Page 10

An Inquiry into Relationships between Demographic Factors
And Teaching, Social, and Cognitive Presence

9

Theoretical Framework
As of May 2010, American Public University System (APUS) boasted the second-largest body
of CoI survey data available, with the SUNY Learning Network having only a slightly larger
data set. Housing of this data allows the institution to derive meaningful analyses and help
improve programs moving forward. Within the data lies specific information concerning student
demographics. From the CoI framework, a common measurement instrument was created to
fully capture each of the presences (Arbaugh et al. 2008). This effort resulted in a 34-item
measurement tool with statistically validated items that operationalize concepts in the CoI model.
Student responses to statements about his or her online experience clustered around items as
defined by the CoI framework theory. Utilized by institutions of higher education, the survey can
provide detailed insight into student experiences as related to the three presences. Analyses of
student demographic characteristic data as a factor of the presences may provide insight into
student engagement of the creation of knowledge, and not just a collection of facts. As the
institution from which the data was obtained includes a very large majority of non-traditional
learners, investigation into the data may provide information yet to be fully reported in the
literature and assist educational leaders in decision making. The purpose of the study was to
determine if student demographic differences are a factor within the three CoI presences
(teaching, cognitive, and social) at a large national fully online university.
Research Questions:
(1) Is gender a factor in the level of the three Community of Inquiry (CoI) presences (teaching,
cognitive, and social) for students enrolled at a large national fully online university?
(2) Is ethnicity a factor in the level of the three CoI presences (teaching, cognitive, and social)
for students enrolled at a large national fully online university?
(3) Is age a factor in the level of the three CoI presences (teaching, cognitive, and social) for
students enrolled at a large national fully online university?
Method
Data from 18 months of end of course surveys for both undergraduate and graduate courses was
obtained for this study. Total cases selected for the study included 113,194 responses. The
population included fully online learners at a large national for-profit online institution of higher
education. The institution as a whole serves military, military affiliated, and civilian students
with over 90% of students over the age of 24. Conversely, from most colleges in the U.S., males
constitute a majority of students enrolled at the university (Braxton 2000; Nelson Laird et al.
2004).
American Public University System (APUS), founded in 1991, is an online, for-profit
university. First created as American Military University (AMU) a second virtual university,
American Public University, was added in 2002. Fully accredited under the Higher Learning
Commission of the North Central Association (NCA), granted in May 2006, APUS serves the
needs of military students, those in public service, and civilians alike. As of early 2010, APUS
served over 60,000 students a day offering nearly 80 degrees. Students in 109 countries
participate in courses that commence at the beginning of each month as either eight or 16-week
courses. APUS offers certificates, Associate degrees, Bachelor degrees, and Master degrees.