ORCID ID
Graduation Date
Fall 12-19-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Programs
Medical Sciences Interdepartmental Area
Abstract
Social, teaching, and cognitive presences have been shown to have promising outcomes for student perceptions and distance education; however, little is known about the relationships between these domains and academic performance. This quantitative, cross-sectional observational study examined the academic performance and perceptions of Physician Assistant students across two campuses—Primary and Distance, which utilized synchronized live content delivery. Using the Community of Inquiry (CoI) framework, the study aimed to (1) evaluate academic performance differences between campuses, (2) assess the relationship between CoI domains and student GPA, and (3) explore the association between CoI and course evaluations.
Findings revealed no statistically significant differences in GPA between campuses or cohort years, suggesting that the program’s use of standardized curricula, synchronous instructional technologies, and consistent faculty engagement effectively supports comparable academic outcomes across geographically distinct cohorts. Although correlations between GPA and CoI domains were positive, they were weak and statistically non-significant, indicating that CoI may be more predictive of affective outcomes than cognitive achievement alone. A strong positive correlation was found between overall CoI scores and course evaluations, reinforcing the theoretical proposition that students who perceive a richer learning environment tend to rate their courses more favorably.
Physician Assistant education is rigorous, requiring students to acquire extensive knowledge and skills to provide high-quality healthcare services to their patients and communities upon graduation. The study’s findings and theoretical implications affirm the relevance of CoI in professional graduate medical education. Practically, the findings suggest that enhancing teaching presence through clear instructional design and timely feedback, promoting social presence via collaborative learning, and strengthening cognitive presence through reflective and problem-based activities can improve student satisfaction and potentially influence retention. Faculty development programs should incorporate CoI principles to support effective online instruction and foster inclusive learning environments.
Recommendations for future research include conducting longitudinal studies to assess the long-term impact of the curriculum and examining correlations with board certification outcomes. Mixed-method approaches and course-specific evaluations may also yield deeper insights into the relationship between instructional design, student perceptions, and academic performance.
Recommended Citation
Horak, Shaun, "Presence and Performance: A Cross-Campus Analysis of Academic Performance and Course Evaluations Through the Lens of the Community of Inquiry" (2025). Theses & Dissertations. 1003.
https://digitalcommons.unmc.edu/etd/1003
Comments
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