While current studies have found that curriculum, instructor and learner factors have impacted on students and online learning during COVID-19, it has been observed that there is insufficient understa

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Can Community of Inquiry Presences Predict Student Persistence in Higher Education Online Courses? (2026) · doi

  Our results make a significant contribution to support persistence in online learning. However, certain limitations must be considered. The par- ticipants were enrolled in various programs and at different levels (undergraduate and graduate). Cochran et al. (2014) found that program acted as a mediator in the relationship between certain variables and retention in online courses, while Dempsey and Zhang (2019) obtained differences in perceptions of the presences according to dis- ciplinary differences. It is therefore possible that, in other samples, variables not considered in the present study could mediate relationships between the presences and persistence. Furthermore, we focused on direct effects of the presences on per- sistence while accounting for the established relationships between the presences. As recom- mended by Boston et al. (2010), indirect effects of the presences on persistence should also be con- sidered, notably by introducing other variables, to better understand the complex interactions among factors for persistence. For instance, studies have demonstrated significant links between satisfaction with learning and persistence (Choi & Kim, 2018; Joo et al., 2011; Kahu et al., 2013; Kim & Park, 2015; Park & Choi, 2009; Rao & Giuli, 2010), while other studies found links between satisfaction and certain presences (Arbaugh et al., 2008; Akyol & Garrison, 2008; Caskurlu et al. 2020, Khalid & Quick, 2016; Joo et al., 2011; Liman Kaban, 2021). Reconducting the present study while consider- ing satisfaction would allow not only testing the indirect effects of the presences on persistence, it would also enable creating and validating a more exhaustive model similar to the those mentioned above (Kember, 1989; Park, 2007; Rovai, 2003). JOURNAL OF EDUCATORS ONLINEReferences Akyol, Z., & Garrison, D. R. (2008). The Development of a Community of Inquiry Over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. Journal of Asynchronous Learning Networks, 12(3‑4), 3‑22 Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, Theories of Cognitive Self‑Regulation, 50(2), 179‑211. https://doi. org/10.1016/0749‑5978(91)90020‑T Ali, A., & Smith, D. (2015). Comparing social isolation ef‑ fects on students attrition in online versus face‑to‑face courses in computer literacy. Issues in Informing Science and Information Technology, 12, 11–20. https://doi. org/10.28945/2258 Allen, I. E., & Seaman, J. (2011). Going the distance: Online educa‑ tion in the United States, 2011. Babson Survey Research Group and Quahog Research Group. https://files.eric.ed.gov/ fulltext/ED529948.pdf Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Online Lear

  Keywords: online presences persistence learning certain variables effects satisfaction park garrison https significant considered found courses
• Perspectives and experiences of international students at a Swedish university during the COVID-19 pandemic (2022) · doi

  The previous research reveals that this physical transition from on-campus learning to online learning has brought not only technological considerations, but also changes in students’ experiences, emotions and perspectives, yet few studies have looked specifically into students’ perceptions on their transition to online learning.

  Keywords: learning transition online students previous reveals physical campus brought technological considerations changes experiences emotions perspectives
• Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times (2022) · doi

  While literature surrounding issues associated with transition to online learning and students’ satisfaction with online courses has started to emerge, there is paucity of work that addresses the gap in research—importance of faculty presence in online classes and how to build strong presence to create meaningful learning experiences for students especially as we continue to adapt to new normal and prepare for post-COVID world.

  Keywords: online learning students presence literature surrounding issues associated transition satisfaction courses started emerge there paucity
• Online Learning and COVID-19 in Higher Education: The Value of IT Models in Assessing Students’ Satisfaction (2022) · doi

  While current studies have found that curriculum, instructor and learner factors have impacted on students and online learning during COVID-19, it has been observed that there is insufficient understanding of factors that predict students’ online learning satisfaction [24].

  Keywords: factors students online learning current found curriculum instructor learner impacted covid observed there insufficient understanding