Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning

Abstract

Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfaction. It postulates that while these factors are directly associated with learner satisfaction, they also have an indirect relationship through their association with the Community of Inquiry (CoI) presences—social, cognitive, and teaching—which serve as mediating factors. Data were collected from 247 master's students enrolled in online programs at three state universities in Iran. Path analysis was performed to study the interactions between these variables. The findings provide valuable insights into their complex relationships, revealing that self-regulation had a more substantial predictive role in learner satisfaction than learner motivation. Furthermore, while both motivation and self-regulation were directly associated with satisfaction, they also had indirect associations through their relationship with the three CoI presences. Within this process, the perception of cognitive presence emerged as a central mediator, highlighting its crucial role in enhancing the e-learning experience. The paper concludes with suggestions for theoretical advancement and practical implications for future e-learning practices.