ResearchArticle Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments Abbas Taghizade , 1 Javad Hatami, 1 OmidNoroozi, 2 Mohammadreza Farrokhnia, 2 and Alireza Hassanzadeh 1 1 Tarbiat Modares University, Tehran, Iran 2 Wageningen University and Research, Wageningen, Netherlands CorrespondenceshouldbeaddressedtoAbbasTaghizade;ataghizade672@gmail.com Received 31 October 2019; Revised 29 January 2020; Accepted 1 May 2020; Published 1 July 2020 AcademicEditor:Jos´ eCarlosN´ uñez Copyright © 2020 Abbas Taghizade et al. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. isstudyinvestigatedtheeffectsofusingateachingmodelenrichedwithpresenceonlearners’perceivedpresenceandhigh-level learning outcomes in online learning environments. e study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. e research tools included a rubric to measure learner’s perceived presence and the researcher-made survey to measurelearner’shigh-levellearningoutcomes.eresultsshowedthatthefrequencyoftheproducedsemanticunitsindifferent types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition thanthoseinthecontrolgroupcondition.Inaddition,studentsintheexperimentalconditionshowedmoreprogressioninthe posttest in terms of their high-level learning outcomes as compared to the students in the control group condition. 1.Introduction With the advancement of information technologies and theirapplicationineducationalcontexts[1],itispossibleto createflexiblelearningenvironmentswithouttherestriction of time and space [2]. Such flexible environments make learners able to access different learning materials, share their ideas, discuss with other participants, and coconstruct knowledge [3–6]. Also, many studies have indicated the potentials of online learning environments, in which learners engage actively in complex and high-level learning tasks [5, 7–9]. Despite the extensive use of online learning environ- ments for various courses in higher education, there is evidenceshowingthatthesecourseshavefailedtomeetthe learners’ needs without pleasant experiences [10]. In this regard, scholars emphasize the importance of interaction (betweenthestudentsand/orbetweenstudentsandteacher) in high-quality online learning [11–13]. Also, attaining higher-orderlearningoutcomesandenhancingtheabilityto transfer learning to other situations can be best achieved through a community of inquiry, which includes various combinations of interaction among content, teachers, and students [14–16]. Garrison et al. [17] constructed a comprehensive conceptualframeworkdesignedtocapturetheeducational dynamic of higher education online learning environ- ments. According to the Community of Inquiry (CoI) framework, the learning experiences are formed through the interaction of cognitive presence, social presence, and teaching presence [18]. Garrison et al. [17] claim that the shared nature of cognitive, social, and teaching presence leadstothecreationofaninquirycommunitythatprovides anenrichedcooperativeandsharedlearningexperiencefor learners.Cognitivepresenceisdefinedintermsofacycleof practical inquiry where participants move deliberately from understanding the problem or issue through explo- ration,integration,andresolution[19].Cognitivepresence can also play a full mediator role between teaching and social presence towards the end of an online learning Hindawi Education Research International Volume 2020, Article ID 6026231, 9 pages https://doi.org/10.1155/2020/6026231