The Role of Undergraduate Students' Satisfaction in the Transition to Online Educationin Light of Teaching and Social Presence

The purpose of this study was to assess online course delivery satisfaction among undergraduate students at a Jordanian public university using an adapted Community of Inquiry (CoI) model. A cross-sectional survey was conducted with a group of students enrolled in an English language online course.The data was analyzed to determine whether teaching presence and social presence had significant effects on course satisfaction. The results showed that teaching presence significantly correlated with course satisfaction, followed by social presence. Teaching presence showed the strongest positive correlation, which would be considered a very large effect size, followed by social presence. These findings indicated that studentswere very likely to have high course satisfaction levels. The outcome of the analysis also indicated no statistically significant differences in the level of satisfaction based on average, major, or study year.