Paris
Can Community of Inquiry Presences Predict Student Persistence in Higher Education Online Courses?
Jonathan Paris*, Université de Sherbrooke
Sawsen Lakhal, Université de Sherbrooke
https://doi.org/10.9743/JEO.2026.23.2.14
Abstract
This study aims to assess whether the three presences in the Community of Inquiry model (CoI) predict students’ intent to persist in higher education online courses. Online questionnaire data were collected from a sample of 762 students attending two French-language universities in Québec (Canada). Structural equation (partial least square) results showed a significant effect for teaching presence. To promote persistence in online courses, we propose that educational activities should be well-organized and delivered in a learning environment that fosters comfortable communication with others.
Keywords: persistence, online courses, higher education, Community of Inquiry framework
*Corresponding Author: Jonathan.Paris@USherbrooke.ca
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Download Article: https://www.thejeo.com/archive/archive/2026_232/26rea0005_may_27_jeo_parispdf
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