Investigation of the relationship between cognitive presence and academic achievement in the framework of comunity of inquiry model at simultaneous online teaching

In online environments, communication and interaction with teachers and peers, working together and socialization in these are very important In the explanation of the pointthe learning that occurs in these environments. In this context, "Community of Inquiry Model" has been developed for explaining created community and in these environments learning objectives by addressing students interact with teachers and peers in online environments from social, teaching and cognitive angles. In this study, the relationship of academic achievement and cognitive presence were investigated in sycnhronously communicated online setting in the context of comunity of inquiry components. the relationship among these factors that have been handled within the framework of comunity of inquiry model were assessed by collecting both quantitative and qualitative data. The participants of the study were 40 students enrolled at fourth grade of Computer and Instructional Technologies Department online program of a public university. The instructional process for "Applications of Artificial Intelligence in Education" course was implememnted via using Adobe Connect web conferencing system . An Achievement test for determining the learning performances and "Community of Inquiry Scale" for students' perceptions about presences was carried out. In addition, the observations and discussion records provided in the course were analyzed in point of interpretation of data obtained from quantitative research. As a result, students' cognitive, social and teaching presence perceptions have been found as high level. A close relationship between perceptions of students and the realization of the presences in the online environment is the case. No significant releationship was found between academic achievements and perceptions of cognitive presences and a positive relationship at medium-level was identified between perceptions of cognitive presence and social and teaching presence perceptions. The results are hoped to give some clues for the activities which may positively contribute to develop the teaching, social and cognitive presences during the courses conducted in online synchronous learning environments especially through web conferences