In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students’ cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.

中文翻译：

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网络会议的查询社区：认知存在与学术成就之间的关系

在一个日益数字化的社会中，鼓励教育工作者使用同步在线技术。本研究试图通过同步交互来探索网络会议系统中的探究社区，并着重于认知存在与学术成就之间的关系。参加者是在公立大学的在线课程中参加了为期一个学期的同步课程的教师候选人。调查社区问卷，期末考试成绩和学生讨论信息被用来收集数据。结果表明，虽然认知和社交存在之间存在适度的正向关系，但教学和社交存在之间以及教学和认知存在之间没有显着的相关性。此外，发现认知存在与学业成绩呈正相关。教师的角色和网络会议系统的收费对学生的认知能力产生了积极的影响。还包括有关同步指令的进一步研究方向和实际意义。