Internet Learning Volume 1, Number 1, Fall 2012 | Page 16

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

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repeat of the study may be beneficial. If no further meaningful relationships can be found
between student demographic characteristics and the three CoI presences, other factors would
need to be examined. The prior study (Gibson, Kupczynski, and Ice 2010) testing the
relationship between student demographics and end-of-course GPA at the same online institution
also found no relationship. With demographic characteristics playing no role in end-of-course
GPA or in satisfaction and learning constructs (i.e., CoI presences) perhaps curriculum and
instruction, specifically the construct of the course and pedagological and androgogical methods
employed, may be a factor in evening out the student demographics or may factor into student
satisfaction and learning.
The overwhelming majority of non-traditional students may also be an aspect of the
institution worth investigating. A school with over 90% non-traditional age students may
possibly have a different culture of learning. Also, and not a variable tested in this study, the
large number of military and military affiliated students may also have an impact on results of
testing. Further, the overall effect of a fully online university is not known. Further studies must
be performed to explore the dynamics of such institutions of learning.
Directions for Future Study
Further research is warranted to investigate predictors such as student demographics and their
relationship to student success in an online environment. This study provides connections to the
current body of literature as well as produces results that will help begin to fill the void in current
research in online learning. Establishing that there may indeed be no connect with the three CoI
presences and student demographic characteristics illuminates an additional component to
working with students in an online community. Additionally, such information may influence
initiatives designed to decrease attrition. A one-size-fits-all policy does not prove valuable.
Through development of learning constructs, engagement, satisfaction, and achievement,
students can obtain success in college. Understanding the predictors that increase student
academic achievement and the issues that prevent student persistence and matriculation is
imperative for institutions to survive. Continually striving to serve the student, from research and
then application of best practices t