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This study of over 2000 US college students examines the Community of Inquiry framework (CoI) in its capacity to describe and explain differences in learning outcomes in hybrid and fully online learning environments. We hypothesize that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, and that online learner self-regulation, a construct that we label “learning presence” moderates relationships of the other components within the CoI model. Consistent with previous research (e.g., Means, Toyama, Murphy, Bakia, & Jones, 2009; Shea & Bidjerano, 2011) we found evidence that students in online and blended courses rank the modalities differently with regard to quality of teaching, social, and cognitive presence. Differences in help seeking behavior, an important component of self-regulated learning, were found as well. In addition, results suggest teaching presence and social presence have a differential effect on cognitive presence, depending upon learner's online self-regulatory cognitions and behaviors, i.e. their learning presence. These results also suggest a compensation effect in which greater self-regulation is required to attain cognitive presence in the absence of sufficient teaching and social presence. Recommendations for future research and practice are included.  相似文献   

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Background

Online learning and teaching were globally popularized due to the impact of Covid-19. The pandemic has made both synchronous and asynchronous online learning inevitable in regions privileged with the technological affordance.

Aims

This study was designed to examine and compare the effectiveness of both learning modes through the Community of Inquiry framework.

Materials & Methods

Comparative analyses on a sample of N = 170 undergraduate students who took both synchronous and asynchronous online courses in Spring 2021.

Results

The paired-sample T-tests results indicated a significant difference in social presence, cognitive presence and self-evaluated performance.

Discussion & Conclusion

Teaching presence significantly influenced social presence and cognitive presence in both learning modes. However, under synchronous learning mode, social presence significantly impacted self-evaluation, grades and school identification. While social presence only influenced school identification under asynchronous learning mode. Theoretical and practical implications were also included.  相似文献   

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The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly distributed the presence of cognitive, social, and teaching elements necessary to create and sustain an online community of inquiry. Use of the protocol also promoted more shared group cognition and more student ownership of the discussion and empowered students to facilitate themselves, helping to reduce the instructor workload. These findings may enable educators to provide more dynamic interaction and richer learning experiences in asynchronous online environments.  相似文献   

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In this paper, several recent theoretical conceptions of technology-mediated education are examined and a study of 2159 online learners is presented. The study validates an instrument designed to measure teaching, social, and cognitive presence indicative of a community of learners within the community of inquiry (CoI) framework [Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 1–19; Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23]. Results indicate that the survey items cohere into interpretable factors that represent the intended constructs. Further it was determined through structural equation modeling that 70% of the variance in the online students’ levels of cognitive presence, a multivariate measure of learning, can be modeled based on their reports of their instructors’ skills in fostering teaching presence and their own abilities to establish a sense of social presence. Additional analysis identifies more details of the relationship between learner understandings of teaching and social presence and its impact on their cognitive presence. Implications for online teaching, policy, and faculty development are discussed.  相似文献   

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This research examines the characteristics that contributed to the success of massive open online courses (MOOCs) in the fields of software, sciences, and management using data mining and semantic analysis together with content analysis. A total of 3,460 reviews regarding 5 different MOOCs that received a 5/5 grade were extracted from the CourseTalk website and analysed according to the community of inquiry model. It was found that, as well as in academic online courses, the characteristics that contributed to MOOCs' success were distributed between all 3 presence elements according to the community of inquiry model: teaching (36%), social (23%), and cognitive (36%; and technological [5%]). This is contrary to the perception that MOOCs mostly contain teaching presence elements. The four leading characteristics were teacher, exercise, atmosphere, and workload. Cluster analysis resulted in 5 types of students with similar presence element preferences. This shows that successful MOOCs enable students with different preferences to consume content and activities according to their individual preferences. These findings could be the base of future research on the subject of adapting MOOC activities and content to students' varied preferences, as well as further understanding the characteristics that contribute to successful MOOCs or other fully online courses.  相似文献   

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Five facets of social presence in online distance education   总被引:1,自引:0,他引:1  
Social presence in online learning environments refers to the degree to which a learner feels personally connected with other students and the instructor in an online learning community. Based on a 19 item Online Social Presence Questionnaire (OSPQ) given to college students in two different online learning courses, a series of exploratory and confirmatory factor analyses consistently revealed five factors representing facets of social presence in online learning environments: social respect (e.g. receiving timely responses), social sharing (e.g., sharing information or expressing beliefs), open mind (e.g., expressing agreement or receiving positive feedback), social identity (e.g., being called by name), and intimacy (e.g., sharing personal experiences). Together, the five factors accounted for 58% of the variance and were based on 19 items. Although much previous research focuses on cognitive aspects of learning in online environments, understanding the role of the learner’s sense of presence may be particularly important in distance learning situations in which students and the instructor are physically separated.  相似文献   

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Our article profiles the evolution of a fully online writing course designed for adult learners in our university's Prior Learning Assessment Program. Based on our own observations and experiences teaching adult learners online, we question if the virtual learning environment presents different challenges and prospects for the adult learner versus the traditional student learner, along with an extension and complication of the more social metaphors of “virtual community.” Moreover, because of the changing demographic from traditional to adult students, we argue that this change also fosters a change in the relationship between teachers and students. In chronicling this relationship, we note problems when the labor of adult education becomes invisible to those supervising online instructors. Because of these “invisible” labor issues, we argue that successful online instruction must include a range of interactions between students and instructors that extend the more public concept of community to better acknowledge the importance of personal, private interaction. Thus, we conclude with a call to rethink our online writing pedagogies to be more flexible to adult learner needs and learning styles, simultaneously recognizing the impact of adult online education on faculty workload.  相似文献   

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This paper reports on a pilot investigation into web conferencing in a distance learning module. It focuses on the perceptions and experiences of the tutors, all of whom were new to the web conferencing environment, but were experienced in online teaching. A number of web conferencing tutorials were studied through the collection of various datasets, mostly qualitative. The data were analysed by a team of researchers, informed by key literature in this area.The main findings from the pilot indicated that tutors experienced challenges in creating social presence and in managing cognitive load when dealing with multiple tasks online. There were also technical obstacles to improvisation in response to students’ emerging needs. The findings of the pilot informed the training and support provided when web tutorials were subsequently rolled out to all tutorial groups (approximately 140) in the module. Overall, experiences from the web tutorials indicate that tutors and students reacted positively to the opportunities web conferencing provides for interactive learning and teaching.  相似文献   

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