Internet Learning Volume 1, Number 1, Fall 2012 | Page 8

Internet Learning—Volume 1—Number 1—Fall 2012

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An Inquiry into Relationships between Demographic Factors and Teaching,
Social, and Cognitive Presence
Angela M. Gibson, Phil Ice, and Rob Mitchell
American Public University System
Lori Kupczynski
Texas A&M University—Kingsville
Abstract
One-third of all college students leave their institution after the first year. As exponential growth
continues at online institutions of higher education, it is vital to uncover factors that contribute
to student success and therefore impact persistence and matriculation. The Community of
Inquiry framework includes three presences, teaching, cognitive, and social designed to assess
the educational experience of the online learner. In this study, approximately 113,000 cases from
a large national fully online university were examined to determine if student characteristics,
e.g., student gender, ethnicity, and age, are a factor in the level of the three presences. Multiple
semester sessions were analyzed across curricular areas. Results and recommendations are
discussed.
KEY WORDS: Online learning; Retention; Higher Education; Gender Issues; Ethnic
Membership; Adult Learners; Student Achievement
Introduction
rustration is high at institutions of higher education as low levels of retention continue to
plague these organizations. Students attend multiple institutions or choose to not persist in
their goal of degree attainment as one-third of all college students leave their institution
after the first year (Barefoot 2000; Marklein 2005; Kinzie 2009). Lack of academic preparation,
deficiencies in support services, disconnection between students and faculty, and disengagement
of students are all cited in the literature (Braxton 2000; Chickering and Gamson 1987; 1991; Kuh
2007; McCabe 2000; Tinto 1993; 2004) as reasons for students to become at risk of leaving
college.
Undergraduate and graduate enrollment at both nonprofit and for-profit institutions of
higher education in the area of online or distance learning has grown exponentially in the last
decade. Annual figures from the 2008–2009 school year illustrate that since 2007, there has been
a 17% increase in the number of students in postsecondary institutions taking an online course.
Over 4.6 million individuals, or one in every four students, are opting to pursue higher education
online (Greer 2010). Due to increased student enrollment, universities struggle with increased
retention issues. Aragon and Johnson (2008) determined that attrition rates for online courses at
some community colleges were 20% higher than face-to-face courses. Unfortunately, there is
little research available concerning retention and best practices at fully online institutions.
Additionally, little work exists about the online adult learner, yet there are institutions with a
large majority of non-traditional learners. Further, studies focusing on student demographic
characteristics as a factor in student engagement and retention are greatly needed.
Best practices for the traditional college classroom are not necessarily the same for online
learning. Different eLearning and pedagogical models can assist educators and instructional

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