Abstract The Community of Inquiry framework has been used in numerous studies, yet these studies rarely examine disciplinary differences as a potential factor in student outcomes. To address the research gap, this study examined the differences in students’ perceived social, cognitive, and teaching presence and their predictive effects on students’ affective learning outcomes (perceived learning outcomes and satisfaction) according to their academic disciplines. The survey data were collected from 25 undergraduate online courses at two universities. The participants (n = 418) were recruited from four disciplinary areas: soft-pure (n = 142), soft-applied (n = 63), hard-pure (n = 78), and hard-applied (n = 135). MANOVA and stepwise multiple regression analyses were conducted. The results indicated that there is no significant difference in the levels of students’ perceived social, cognitive, and teaching presences, yet it is important to note the trend for all disciplines which was teaching presence was perceived as the highest presence, followed by cognitive and social presence. In addition, differences were found in the predictive effects of each presence on students’ perceived learning outcomes and satisfaction according to their disciplines.

中文翻译：

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根据学科，本科生对社会、认知和教学存在的感知对情感学习结果的预测影响

摘要 探究社区框架已被用于众多研究，但这些研究很少将学科差异作为影响学生成绩的潜在因素进行检查。为解决研究空白，本研究根据学生的学科，检查了学生感知的社会、认知和教学存在的差异及其对学生情感学习成果（感知学习成果和满意度）的预测影响。调查数据来自两所大学的 25 门本科在线课程。参与者 (n = 418) 来自四个学科领域：软纯 (n = 142)、软应用 (n = 63)、硬纯 (n = 78) 和硬应用 (n = 135) . 进行了 MANOVA 和逐步多元回归分析。结果表明，学生对社会、认知和教学临场感的感知水平没有显着差异，但重要的是要注意所有学科的趋势，即教学临场感被认为是最高的临场感，其次是认知和教学临场感。社会存在。此外，根据他们的学科，每个存在对学生感知的学习成果和满意度的预测效果也存在差异。