Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses

Traver, Amy E.; Volchok, Edward; Bidjerano, Temi; Shea, Peter

doi:10.1016/j.iheduc.2013.09.001

Cited by 36 publications

(44 citation statements)

References 27 publications

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“…Banerjee (2011) reported the same findings where he wrote that the majority of students still expect to meet regularly in the classroom environment for lecture based classes. The lack of self-discipline skills in utilising the two environments typical of blended learning effectively was consistent with previous research (Banerjee, 2011;Shea & Bidjerano, 2012;Traver, Volchok, Bidjerano, & Shea, 2014) and also evident in the findings of this study. Evident from the literature (Shea et al, 2012) as well as the findings from this study indicates that learning in an online environment requires specific time-and task-management skill which students struggled with .…”

Section: Discussionsupporting

confidence: 92%

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.

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Section: Discussionsupporting

confidence: 92%

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Pool

Reitsma

Berg

2017

OLJ

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“…The numbers of items are 13 (for teaching presence), 12 (for cognitive presence), and 9 (for social presence). The learning presence (self-efficacy and effort regulation) was measured by 14 items (Shea & Bidjerano, 2010;Traver et al, 2014). …”

Section: Instrumentmentioning

confidence: 99%

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Wang²,

Wang³

et al. 2017

IRRODL

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The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's α> .765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.

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“…36 Une autre équipe (Traver, Volchok, Bidjerano et Shea, 2014), utilisant une version du questionnaire de la CAL intégrant la présence apprenante (Shea et Bidjerano, 2010), a examiné le développement de la perception des présences. Entre le prétest et le posttest, les corrélations sont fortes et positives pour la PE, la PC et la PS, mais modérée pour la présence apprenante.…”

Section: Iii2211 Le Format Du Coursunclassified

“…39 Outre la dynamique développementale des présences, Traver et al (2014) ont aussi examiné la rétention des étudiants. Aucune différence significative n'a été notée en ce qui a trait à leur perception des types de présence entre ceux qui complètent le cours et ceux qui ne le complètent pas.…”

Section: Iii2211 Le Format Du Coursunclassified

“…L'autorégulation des apprentissages, ayant mené Shea et Bidjerano (2010 70 Le temps joue également un rôle important pour que la CAL puisse révéler son plein potentiel. Il contribue à l'évolution positive de la perception des types de présence (Traver et al, 2014), où les formations s'inscrivant dans une durée normale mènent les étudiants vers les plus niveaux de PC (Akyol et al, 2011). Du côté de la rétroaction, ce sont les courts délais de réponse du formateur qui sont appréciés par les étudiants (Skramstad et al, 2012).…”

Section: Tréma 44 | 2016unclassified

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Assurer la présence enseignante en formation à distance : des résultats de recherche pour guider la pratique en enseignement supérieur

Deaudelin¹,

Petit²,

Brouillette³

2016

trema

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Correlating community college students' perceptions of community of inquiry presences with their completion of blended courses

Cited by 36 publications

References 27 publications

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Revised Community of Inquiry: Examining Learning Presence in a Blended Mode of Delivery

Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Assurer la présence enseignante en formation à distance : des résultats de recherche pour guider la pratique en enseignement supérieur

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