Chi Pham - English Department, FPT University, Can Tho, Viet Nam
Cuong Huynh - English Department, FPT University, Can Tho, Viet Nam
Man Dang - English Department, FPT University, Can Tho, Viet Nam
Tran Thai - English Department, FPT University, Can Tho, Viet Nam
Tinh Tran - English Department, FPT University, Can Tho, Viet Nam

Changes caused by the COVID-۱۹ pandemic have tremendously affected different aspects of education and have shifted the traditional face-to-face approaches to online learning. As a non-innovative mode of learning, online teaching and learning have created a new cultural ambiance since teachers and students have to change shortly. The present study draws upon the Community of Inquiry (CoI) framework combining teaching, social, and cognitive presences to explore students’ online learning experiences. It aims to assess the interrelationship among presences of CoI and find out which presence is a major factor influencing cognitive presence. A total of ۲۰۷ university students participated in this study. Data was collected using the Community of Inquiry Survey Instrument and quantitatively analyzed through Multiple Linear Regression (MLR) and descriptive statistics.The obtained results indicated that teaching, social, and cognitive presences are correlated, and social presence has a significant impact on students’ learning process. This has a wider implication for online teachers to create more activities and motivate the students to communicate and participate openly in social interaction.  

Community of Inquiry framework, social presence, online learning