Empowering Technological Competence of Web-Based Course Instructors: Using the Community of Inquiry Framework and Its Impact on Motivation, Engagement, and Academic Satisfaction of Farhangian University Student-Teachers

Authors
Abbas Taghizade
Samane sadat Musavian
Assistant Professor, Department of Educational Science, Farhangian University, P.O.Box 14665-889, Tehran, Iran
10.61838/KMAN.IRPHE.31.4.4
Abstract
This study aimed to introduce and implement the Community of Inquiry (CoI) Framework as a model for enhancing the technological competence of instructors in web-based courses, with an emphasis on its impact on the satisfaction, motivation, and academic engagement of student-teachers at Farhangian University. Methodologically, this research employed a quasi-experimental design featuring pre-test and post-test assessments with a control group. The study's population consisted of all student-teachers at Farhangian University during the 2022-2023 academic year. Utilizing convenience sampling, 62 students enrolled in online courses were selected from two classes and randomly assigned to either the experimental group (32 students) or the control group (30 students). The research instruments included the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and De Groot (1990), the Learner Satisfaction Survey in Online Courses by Chang (2013), and the Online Student Engagement Questionnaire by Hoi and Le Hang (2021). Multivariate analysis of covariance (MANCOVA) was employed for data analysis. The MANCOVA results indicated that the experimental group demonstrated significant improvement in post-test scores for motivation, engagement, and academic satisfaction compared to the control group (P<0.001). These findings underscore the potential of applying the CoI Framework to enhance instructors' technological competence, thereby increasing student-teachers' motivation, engagement, and academic satisfaction in web-based learning environments.

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References

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  • Receive Date 20 April 2025
  • Revise Date 12 June 2025
  • Accept Date 05 July 2025
  • Publish Date 01 December 2025