Introduction:
As online learning becomes popular, students and instructors are facing more and more challenges. One of the challenges for online learning is student engagement and sense of community. The community of inquiry (CoI) framework has been a notable theory that has supported online learning and teaching. According to CoI, three elements contribute to critical thinking in online environments: cognitive presence, teaching presence, and social presence. This study aims to enhance student’s self-regulated learning and the community of inquiry through teaching presence, social presence, and cognitive presence.

Research design:
This is a mixed-methods design with both quantitative and qualitative data. Graduate students (n = 152) enrolled in online courses at a university in the United States participated in this study by completing an online survey to measure their perceptions of social presence, teaching presence, cognitive presence, learning satisfaction, learning performance, and self-regulated learning behavior. Students enrolled in one course (n = 15) and the instructor of this course also participated in the experimental part of this study. Collaborative learning under the framework of universal design was incorporated into the course.

Data analytical procedure:
Qualitative data from interviews with the instructor (n =1) and students (n = 5) were analyzed with thematic analysis. Confirmatory factor analysis was used to examine the internal structure of the instrument used to measure social presence, teaching presence, cognitive presence, learning satisfaction, and self-regulated learning. Reliability of the responses to the surveys was measured by Cronbach’s alpha. Multivariate analysis of variance (MANOVA) was employed to examine differences in teaching presence, social presence, cognitive presence, learning satisfaction, and self-regulated learning between the experimental group and the business-as-usual group. Pearson correlation and structural equation models were employed to examine the relationships between social presence, teaching presence, cognitive presence, self-regulated learning and learning satisfaction.

Results:
Results of analyses of qualitative data suggest that factors that contribute to the collaborative learning environment were: teaching presence, cognitive presence, user experience, interaction intensity, medium richness, affective association and community cohesion. Goodness-of-fit indices, such as comparative fit index (0.91), normed fit index (0.91), root mean square error of approximation (0.06), and standardized root mean square residual (0.05), provided evidence of the structural aspects of construct validity of responses to the survey questions. Results of MANOVA failed to report any statistically significant differences between the experimental group and the business-as-usual group with respect to the means of social presence, teaching presence, cognitive presence, self-regulated learning, and learning satisfaction although positive relationships between these constructs were observed with Pearson correlation coefficients.

Significance:
Although the sample size is small for the experimental group, which could have led to the non-significant differences between the experimental group and the business-as-usual group, results about positive relationships could inform instructors how to enhance student online learning experience with their sense of community of inquiry and self-regulation.

Keywords: Online learning, community of inquiry, collaborative learning, universal design, self-regulated learning, learning satisfaction.