This study sought to investigate the nuances in predictive relationships existing among teaching presence, cognitive presence and social presence as well as learner presence in the Community of Inquiry (CoI) framework towards online course satisfaction. The study is necessitated by the deficiency of current literature in providing information on the nuances in interaction among the three original presences and learner presence, prior to the final determination of online course satisfaction. Thus, the study adopted a survey design and collected data via a questionnaire from 347 postgraduate students on an online database course. Partial Least Squares Structural Equation Modelling was used to validate a definite model on the predictive relationships existing among teaching presence, cognitive presence, social presence, learner presence and online course satisfaction. Results from the structural model analysis proved a statistically significant predictive relationship between learner presence and the three other presences (i.e. cognitive presence, social presence and teaching presence). Other relationships established include social presence and cognitive presence; social presence and teaching presence. Finally, online course satisfaction was predicted by social presence and teaching presence. Based on the findings it was recommended that institutions that offer online courses should device concrete strategies that promote social presence and teaching presence since these variables are precursors to online course satisfaction. Finally, the design of online courses should be effective and learner-centred to attract the learner since learner presence determines all the other three ‘presences’ in online learning environment.

Thissystematic quantitative literature review spans 2013 to 2023 and includes 40research articles that meet all eligibility criteria. It explores theintersection of virtual reality (VR) and history education, serving as ascoping of the field, discovering key contributors, publication trends,research types, geographic distribution, participant demographics, educationallevels, research methods and designs, key findings, and thematic relationshipsamong key concepts. The key findings indicate a surge in VR-relatedhistory/social studies research, with Europe leading in contributions, followedby Asia, North America, South America, Africa, and Oceania. Students were theprimary research participants in the studies included in the review, with themajority of the studies empirical research. The majority of studies focused onhigher education and were conducted utilising quantitative methods andexperimental research design. The findings reveal that VR significantlyenhances learning experiences, historical thinking skills, and positiveattitudes toward VR and the history subject.

This chapter delves into the role of Virtual Reality (VR) in Technologies education, emphasising its potential to engage students as proactive designers of their educational experiences. The narrative traces the evolution of VR inventions to their contemporary, more accessible forms and, through this historical context, sets the stage for understanding the challenges and growth of VR in educational settings. Aligning VR's capabilities with Constructivist and situated learning theories, the chapter illustrates how VR's interactive environments foster a deeper, hands-on comprehension of complex subjects, where VR enhances learning by enabling students to construct and navigate through historically or scientifically accurate simulations and models. The chapter critically evaluates various VR content creation tools, from simple 360° video platforms to sophisticated game engines such as Unity, focusing on the pedagogical integration of these tools in educational curricula, emphasising the necessity for VR environments to correspond with educational objectives and the need for sustained educator support to leverage these technologies effectively. Lastly, the chapter advocates for the future integration of VR with Artificial Intelligence (AI) to craft more adaptive, personalised learning experiences. This synthesis aims to improve educational methods and practices, transforming students from passive recipients of information to active, engaged participants in their learning journeys. <!----> <!----> <!----> <!---->