Abstract
The need for this study is necessitated by the fact that there is strong need for measurement of the effectiveness of online education in Nigeria since some segment of society feel that the level of engagement in online teaching and learning as represented by the National Open University of Nigeria, may not be as strong as what is obtainable in traditional teaching and learning. The indices for measurement are the extent of actualization of teaching, social and cognitive presence and their effect on students’ experience. The underpinning theoretical framework is the community of inquiry model (CoI). Data collection was done using an instrument: a questionnaire dubbed, Online Presences and Quality Questionnaire OPQQ. Samples of 240 first year students were surveyed. Data was analyzed using multiple regressions. Findings show that social presence was the least developed in the online National Open University of Nigeria, it has a very minute beta value of .047 and a very statistically insignificant value of .400. It is followed by teaching presence which though is slightly statistically insignificant and weak with a Beta value of .125 and p value of, 052 is far greater in magnitude or extent than social presence. Cognitive presence with a Beta value of .685 and p value of .000 showed a remarkable high extent in magnitude in the National Open University of Nigeria and affected the students ‘educational experience most. Some of the recommendations that were made included the fact that: students should be made to reach the final stage of cognitive presence in their online course design, there should be a well designed course content to improve motivated interaction between the instructor and learners, that there should be advancement in technology to facilitate implementation of the online presences. The importance of the presences in online studies should be given attention during accreditation.
Keywords