The COVID-19 pandemic accelerated the use of online learning in all areas of academia. Colleges were thrust into converting on-ground classes to online venues, creating a need to examine the needs of the learners differently. What is not known is how different intelligence strengths can influence the students' ability to connect to their online learning environment is fundamental to their success (Bollinger & Merindale, 2004). Carthy et al. (2022) noted that the need for student support in online education included the coaching of emotional intelligence (EI) strategies, which the participants in the study reported as having a positive effect on academics. The connection between EI and the theory of multiple intelligences is pronounced, especially in exploring Gardner's definitions (Gardner, 2006) of interpersonal and intrapersonal intelligences, which correspond with the interpersonal skills and self-awareness constructs of EI (see Goleman,2005). Using the theoretical foundation of the Community of Inquiry (Garrison et al.,2010), the researcher poses the premise that it is not known if, or to what extent, emotional and multiple intelligences predict graduate school students' sense of connectedness in their online learning coursework. A quantitative predictive correlational study involving online graduate school students from a large university is proposed for the study. The use of a regression analysis procedure using the statistical package for the social science (SPSS) software will provide an analysis of the correlation between the major domains of emotional and multiple intelligences as predictors of graduate school students' sense of connectedness in their coursework.

Authors:
Loren Naffziger, Grand Canyon University, United States

About the Presenter(s)
Dr. Loren Naffziger is currently an adjunct professor for multiple universities. His current research interests include online education, emotional and social intelligence, and universal learning design.

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