This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison's three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.

The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence-a perceived sense of somebody being present and "real"-is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study's findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.