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<p>Blended or online courses (BOC) present unique challenges for students compared to traditional face-to-face learning environments. Such challenges may have an impact upon student persistence. The objective of this study was to identify factors contributing to student persistence in BOC. Structural equation modeling was used to examine the relationships between the predictor variables (a) community of inquiry presences, (b) learner autonomy, and (c) satisfaction with the dependent variable student persistence. Convenience sampling was used and a total of 348 students, enrolled in BOC at a post-secondary institution in the French-speaking region of Quebec, Canada, completed an online questionnaire. The results showed that student persistence in BOC can be explained by teaching and cognitive presence, by learner autonomy, and by student satisfaction. The full model, including all predictor variables, explained 23.6% of the variation in student persistence.</p>

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Investigating the Effect of Community of Inquiry Presences and Learner Autonomy on Satisfaction and Persistence in Blended and Online Courses

  • 期刊论文

  • 发表日期：

    2026年2月24日

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  • Jonathan Paris,
  • Sawsen Lakhal

摘要

Blended or online courses (BOC) present unique challenges for students compared to traditional face-to-face learning environments. Such challenges may have an impact upon student persistence. The objective of this study was to identify factors contributing to student persistence in BOC. Structural equation modeling was used to examine the relationships between the predictor variables (a) community of inquiry presences, (b) learner autonomy, and (c) satisfaction with the dependent variable student persistence. Convenience sampling was used and a total of 348 students, enrolled in BOC at a post-secondary institution in the French-speaking region of Quebec, Canada, completed an online questionnaire. The results showed that student persistence in BOC can be explained by teaching and cognitive presence, by learner autonomy, and by student satisfaction. The full model, including all predictor variables, explained 23.6% of the variation in student persistence.