Evaluating Instructional Quality in Synchronous Digital Environment: A Quantitative Analysis of Student Satisfaction Using the SEEQ Instrument Grounding in (Col) Framework

Abstract

The rapid development of online learning environments has highlighted the need to understand the factors that shape student satisfaction. Grounded in the Community of Inquiry (CoI) framework present study investigated the extent to which instruction based Teaching Presence (TP), cognitive presence (CP), and Social Presence (SP) predict student satisfaction in web video conferencing (WVC) environment. A cross-sectional survey design was employed. Data was collected from 311 university students using the (SEEQ) instrument. The SEEQ subscales were mapped onto the three CoI dimensions: TP (enthusiasm, organization, examinations, and assignments), CP (learning value and breadth), and SP (individual rapport and group interaction). Results of the multiple regression analysis supported all the hypothesis.  Where i) Teaching presence emerged as the strongest predictor, explaining 92.5% of the variance in student satisfaction (R²=0.925, p< .001), where organization (β=0.326) and enthusiasm (β=0.294). ii) Cognitive presence explained 85.5% of the variance (R²=0.855, p< .001), where breadth (β=0.685) which shows highest specific effect across all factors. ii) Social presence explained 80.5% of the variance (R²=0.805, p< .001), with individual rapport (β=0.605) significantly balancing group interaction (β=0.379). According to the findings of the present study instructor behaviors incorporating all three CoI dimensions are critical determinants of student satisfaction in WVC learning environment.