Saudi female students' perceptions of the Community of Inquiry in online learning environments

Saudi Arabia has seen a sharp rise in female enrollment in higher education, intensified by national initiatives such as Vision 2030. Historically, gender segregation in higher education led to women being taught by female instructors and men by male instructors, creating instructional capacity pressures given the shortage of qualified female faculty. Blended and online learning are positioned as strategies to expand access for women, reach remote regions, and reduce disparities. In this cultural context, courses for female students taught by male instructors frequently use one-way closed-circuit television with two-way audio and an LMS. The study addresses an underexplored area: how Saudi female students perceive online courses taught by male instructors through the lens of the Community of Inquiry (CoI) framework (cognitive, social, and teaching presence). Research questions: (1) How do online delivery approaches by male instructors influence female students' perceptions of cognitive, social, and teaching presence? (2) What advantages and disadvantages do females report when taking these courses via this culturally specific distance learning approach?

Saudi initiatives (Vision 2030) aim to increase women’s workforce participation and expand equitable access to education through digital transformation, emphasizing women’s empowerment while navigating cultural norms. Demand for female higher education has surged, but a shortage of female instructors persists, spurring interest in distance and online learning. Distance learning can benefit nontraditional learners and may reduce gendered barriers through flexible, equitable access; however, gender biases in evaluations and gender-differentiated communication patterns can shape perceptions. In Saudi Arabia, distance and blended learning are seen as avenues for women’s participation in traditionally male-dominated fields and for reaching remote areas. Closed-circuit television (CCTV) with two-way audio has enabled male instructors to teach female students but introduces barriers (limited feedback, constrained interaction, loss of nonverbal cues, logistical/technical issues, and reduced sense of belonging). Online learning via LMS can provide culturally acceptable interactions with male instructors, flexibility for family responsibilities, and empowerment (self-directed learning, leadership opportunities). Studies recommend culturally responsive designs, inclusive climates, reliable access and support, and community-building. The CoI framework conceptualizes learning as the interaction of cognitive, social, and teaching presence; one-way systems that constrain interaction can impede knowledge construction. Equity in tools and platforms can bolster social presence for female learners. Teaching presence online requires adapted strategies, attention to gender/cultural dynamics, and structured facilitation to support higher-order learning. Prior research highlights the need to examine female students’ perceptions of CoI presences in Saudi online contexts and to derive evidence-based recommendations.

Design and setting: The study was conducted at an emerging public university in central Saudi Arabia with multiple campuses and a long-standing use of Blackboard LMS. Male faculty taught female students using a one-way closed-circuit television with two-way audio, supplemented variably by Blackboard for asynchronous materials, discussions, assessments, and occasional synchronous virtual sessions. During COVID-19, all courses moved online via the LMS. Participants: All female students assigned to male instructors in the College of Sciences (target population n=320 across six departments) were invited by email. Valid responses totaled 110 (response rate 34.3%). Academic levels ranged from 1 to 8 semesters; most students took multiple courses with male instructors. Majors included Applied Science (37.3%), Information Systems (25.5%), Administrative Sciences (18.2%), and other disciplines (19%). Instrument: The Community of Inquiry survey (Swan et al., 2008) with 34 items assessed teaching (13 items), social (9), and cognitive presence (12). Prior research supports reliability (e.g., social 0.91; cognitive 0.95; teaching 0.94) and validity of the three-factor structure. Data collection: Ethics approval was obtained. The survey (Arabic) was distributed in May 2023 via email. Responses were translated to English with back-translation and multi-reviewer verification to ensure accuracy. A reminder email was sent three weeks later. Data analysis: All 110 responses were complete (no missing data). The authors computed item and subscale frequencies and descriptives, internal reliability coefficients for total and subscales, and Pearson correlations among subscales. Open-ended responses were thematically analyzed for themes and frequencies.

Quantitative results (Likert 1–5): Overall, students reported positive perceptions of CoI presences in courses taught by male instructors: Teaching presence M=4.24 (SD=0.71), Social presence M=4.21 (SD=0.76), Cognitive presence M=4.24 (SD=0.71). Teaching presence: High agreement (>85% A/SA) on course design/organization clarity: communication of topics, goals, participation instructions, and due dates (e.g., T1 A/SA=91.8%, M=4.36; T2 A/SA=89.1%, M=4.34; T3 A/SA=89.1%, M=4.40; T4 A/SA=86.4%, M=4.32). Facilitation rated positively (e.g., guiding toward understanding T6 A/SA=87.2%, M=4.26), with a slightly lower percentage for keeping participants engaged in dialog (T7 A/SA=80.9%, M=4.15). Direct instruction reflected strong timely feedback (T13 A/SA=87.2%, M=4.27) but relatively lower agreement on sense of community and feedback about strengths/weaknesses (T10 A/SA=84.5%, M=4.15; T12 A/SA=82.7%, M=4.14). Social presence: Students endorsed online communication as a medium for social interaction (S3 A/SA=90.9%, M=4.34), and felt comfortable conversing, participating, and interacting online (S4 A/SA=89.1%, M=4.31; S5 A/SA=86.4%, M=4.24; S6 A/SA=87.3%, M=4.35). Affective expression showed a sense of belonging (S1 A/SA=78.2%, M=4.02) and distinct impressions of peers (S2 A/SA=79.1%, M=4.05). Group cohesion was positive (S7 A/SA=84.5%, M=4.24; S9 A/SA=88.1%, M=4.26), with a relatively lower acknowledgment of viewpoints (S8 A/SA=82.7%, M=4.18). Cognitive presence: Triggering events and exploration were strong (C1 A/SA=85.5%, M=4.21; C3 A/SA=84.5%, M=4.18; C6 A/SA=85.5%, M=4.23). Integration items were high (C7 A/SA=87.3%, M=4.23; C8 A/SA=84.6%, M=4.15; C9 A/SA=86.4%, M=4.17). Resolution showed positive application to practice (C10 A/SA=80.0%, M=4.13; C11 A/SA=77.3%, M=4.11; C12 A/SA=84.5%, M=4.22). Subscale correlations: Teaching–Social r=0.83, Teaching–Cognitive r=0.89, Social–Cognitive r=0.82 (all p<.01), indicating strong interrelations among CoI elements. Qualitative themes (advantages via LMS): Teaching presence—Feedback/support (n=27); Personal growth/self-directed learning (n=24). Social presence—Engagement/interaction (n=30); Collaborative learning via discussion boards/asynchronous tools (n=28); Positive learning environment and comfort (n=20). Cognitive presence—Structured course layout/clarity (n=25); Interactive tools (quizzes/simulations) supporting application and understanding (n=22). Qualitative themes (disadvantages via LMS): Teaching presence—Inadequate instructor proficiency in online pedagogy (n=13), calls for more training (n=21), inconsistencies in schedules/instructions (n=16), feedback delays (n=12), student disengagement/boredom (n=28), feelings of isolation due to inadequate communication (n=15), underutilization of asynchronous tools. Cognitive presence—Technical difficulties with LMS (n=35), information overload (n=10). Social presence—Lack of personal/nonverbal presence (n=15). Recommendations from students: Instructor training in online best practices and clear course structures (n=16); Diversified methods with multimedia/interactive quizzes (n=13); Strengthened communication (synchronous and asynchronous) (n=17), with use of forums/discussions/announcements (n=19); Timely feedback (n=9); Community-building activities (group projects, peer reviews) (n=18); Periodic check-ins/feedback surveys (n=13); Robust technical support (n=23); Flexible deadlines (n=18); Centralized resource repository (n=8); Interactive tools (polls/whiteboards) (n=14).

Findings indicate that Saudi female students generally perceive strong teaching, social, and cognitive presence in online courses taught by male instructors when supported by an LMS, with clear course design and organization particularly appreciated. However, gaps emerged in facilitation that fosters community, feedback depth and timeliness, and in instructors’ online pedagogy skills. The strong correlations among presences affirm CoI’s proposition that instructional design and facilitation (teaching presence) shape social interaction and cognitive engagement. Qualitative data show LMS affordances can empower female students, offering equitable participation, comfort, and collaboration, potentially mitigating cultural barriers present in traditional gender-segregated settings. Conversely, technical issues, limited nonverbal cues, and underuse of asynchronous features can dampen social and cognitive presence. The results underscore the need for comprehensive instructor development in online pedagogy, intentional community-building strategies to enhance social presence, and structured, navigable course designs that guide learners and reduce cognitive overload. Investments in robust technical infrastructure and support are critical to sustaining engagement and learning effectiveness.

The study contributes evidence from a Saudi university context that online learning, mediated through an LMS, can support female students’ engagement with male instructors and yield positive perceptions across CoI presences. It highlights the inclusivity and flexibility of online formats while identifying challenges—particularly instructor proficiency in online teaching and technical reliability—that can hinder community and knowledge construction. The authors recommend prioritizing faculty training in online pedagogy, strengthening feedback and communication mechanisms, designing structured and navigable courses, and enhancing technical infrastructure and support. Future research should broaden institutional and geographic scope, employ mixed methods, investigate instructor experiences, examine platform/tool impacts on gender dynamics, and explore long-term academic and career outcomes (including STEM participation, digital literacy, leadership, mental health, and work–life balance) for Saudi female learners.

The study is limited to a single college at one Saudi university with a modest sample (n=110), constraining generalizability. It relies on self-reported perceptions, which may be subject to social desirability bias, and did not triangulate with multiple data sources or methods. Technological variables (e.g., connectivity, LMS familiarity) were not deeply examined. Consequently, findings should be interpreted cautiously and validated in broader, more diverse contexts using mixed methods.