Abstract:

This study aims to identify the effects of different feedback strategies on students’ perceptions of social, cognitive and teaching presence and academic achievements in the online learning environments designed in consideration of strategies which can be put to work to build a community of inquiry and ensure its continuity. In this regard, explanatory design used in the study. All analyses were made on the data from 41 students. The feedback strategies practiced in the study failed to demonstrate significant differences in terms of the students’ final academic achievement scores. The feedback strategies practiced in the study failed to demonstrate significant differences in terms of the students’ perceptions of social, cognitive and teaching presence, and scores from the community of inquiry scale in general. Finally, majority of the students from both groups found the online environment they used and the educational activities satisfactory

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