This research aimed to examine the relationship between self-directed learning with technology and community of inquiry. In order to do this, a model which incorporates self-directed learning with technology into well researched community of inquiry framework was proposed and it was tested using structural equation modelling. Analysis of the cross-sectional survey data which were collected from 587 Sakarya University online or blended learning students, supported proposed model with acceptable or higher fitness indices. The research findings indicate that there were significant direct effects between self-directed learning with technology and social presence, between social presence and teaching presence, and between social presence and cognitive presence. In addition, significant mediating effects of social presence on cognitive presence and on teaching presence were found. These findings imply that self-directed learners who are adept at using technology in their learning can positively affect the formation of communities of inquiry.
*This study is based on the master’s thesis which was completed by the first author under the advise of the second author.