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<p>In the context of global digital transformation in education and post-pandemic reforms, online teaching has evolved from an emergency response into an essential instructional mode in higher education. Enhancing the quality of university students’ online learning and fostering their capacity for online deep learning (OnlineDL) have thus become key concerns in the educational field. Drawing on the extended Community of Inquiry (CoI) framework—which integrates teaching presence (TP), social presence (SP), cognitive presence (CP), and learning presence (LP, encompassing self-efficacy (SE) and self-regulated learning (SRL) as key antecedents of learner agency)—this study surveyed 3,167 Chinese university students and employed structural equation modelling to examine how these four core presences jointly facilitate OnlineDL. The results reveal that CP, LP (via its components SE and SRL), and TP exert significant and positive direct effects on OnlineDL. Although TP shows only a modest direct effect, it indirectly enhances OnlineDL through multiple mediation pathways involving CP and LP. SP does not directly influence OnlineDL but facilitates it indirectly by activating LP and CP. Notably, LP serves as a central mediating construct across several indirect pathways. This study deepens the explanatory power of the CoI framework within the context of OnlineDL by addressing its prior limitations in learner agency and provides a solid theoretical foundation and practical guidance for building effective online inquiry communities that support deep learning.</p>

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How does online deep learning occur among college students? An empirical investigation based on CoI

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月3日

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  • Qingshuang Huang,
  • Rong He

摘要

In the context of global digital transformation in education and post-pandemic reforms, online teaching has evolved from an emergency response into an essential instructional mode in higher education. Enhancing the quality of university students’ online learning and fostering their capacity for online deep learning (OnlineDL) have thus become key concerns in the educational field. Drawing on the extended Community of Inquiry (CoI) framework—which integrates teaching presence (TP), social presence (SP), cognitive presence (CP), and learning presence (LP, encompassing self-efficacy (SE) and self-regulated learning (SRL) as key antecedents of learner agency)—this study surveyed 3,167 Chinese university students and employed structural equation modelling to examine how these four core presences jointly facilitate OnlineDL. The results reveal that CP, LP (via its components SE and SRL), and TP exert significant and positive direct effects on OnlineDL. Although TP shows only a modest direct effect, it indirectly enhances OnlineDL through multiple mediation pathways involving CP and LP. SP does not directly influence OnlineDL but facilitates it indirectly by activating LP and CP. Notably, LP serves as a central mediating construct across several indirect pathways. This study deepens the explanatory power of the CoI framework within the context of OnlineDL by addressing its prior limitations in learner agency and provides a solid theoretical foundation and practical guidance for building effective online inquiry communities that support deep learning.