Owston, RonMorbey, Mary Leigh2017-07-272017-07-272016-09-082017-07-27http://hdl.handle.net/10315/33379This study sought to deconstruct the educational experience in a blended classroom (with both online and face-to-face instruction) in order to test for specific associations between elements of that experience and achievement (final course grade). The Community of Inquiry (CoI) (Garrison, 2011) framework considers a students educational experience as a combination of social, cognitive, and teacher interactions. Working with a large data set (n = 1,926) collected over three years (2011-2014) in 13 undergraduate, blended classrooms at a prominent Canadian university, this study examined how student perceptions of these interactions (with peers, course content, and instructors) related to grades. Using data modelling techniques, results showed a significant, and direct (path coefficient of 0.16, p<0.001) relationship between presence and grade, with results on the presence interrelationship [teacher social (0.23, p < 0.001), and social cognitive (0.45, p < 0.001)] highlighting the role of teacher presence in promoting achievement. Student adoption attitudes also presented as a key consideration in the presence-achievement relationship (0.41, p <0.001), as well as blend format (F=29.98, p < 0.001), where the more integrated, clear, communicative, and consistent a course was about expectations and assessments, the more presence students felt and in turn, the higher those formats performed.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Higher educationElectronic Thesis or Dissertation2017-07-27Blended LearningCommunity of InquiryCognitive PresenceSocial PresenceTeacher PresenceAchievement