There has been a lack of theoretically framework and research instruments to explain and explore the complexity of learning experience among K-12 students in traditional classrooms. To address this research need, the present study tentatively developed and validated a presence questionnaire for K-12 classroom (PQ-K12) to examine learning experience through the interplay of three perceived presences, as informed by the community of inquiry (CoI) framework. The presence questionnaire was initially designed with 66 items and was administered among...
