DR. BUSHRA NAOREEN,MEIMOONA RIAZ,MS. UZMA KHALID GHORI,DR. MUNAWWAR AHMED,DR SHUMAILA SHAHZAD
DOI: https://doi.org/This study evaluates the effectiveness of cognitive presence in Online Learning Communities (OLCs), focusing on their role in enhancing critical thinking and creativity among students. Using a sequential exploratory mixed-methods design, Phase 1 involved 13 staff and administrators based on the Community of Inquiry (CoI) model, while Phase 2 collected survey data from 607 participants (101 paid, 506 unpaid) selected through stratified random sampling across six OLCs, making a total sample of 620 participants. The findings indicate that students demonstrated the ability to apply concepts and engage cognitively in discussions; however, opportunities for deeper knowledge construction were limited. Demographic factors such as age, education level, and gender significantly influenced engagement and presence, with younger individuals, higher-degree holders, and males reporting stronger cognitive presence. The study contributes by contextualizing the CoI framework within Pakistan’s online learning environment, addressing the lack of evidence from non-Western settings and highlighting the role of demographic factors. Practically, it suggests training teachers to enhance student engagement and integrating collaborative tools to foster peer interaction through group discussions and projects.
