Designing Activities for Online Geography Courses Informed by the Community of Inquiry Framework

Parra, Julia; Chatterjee, Suparna; Alzaid, Ayman; Korang, Thomas

doi:10.1080/19338341.2022.2077799

Cited by 2 publications

(1 citation statement)

References 38 publications

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“…During the pandemic, the majority of studies conducted in secondary and higher education to understand how distance geography education is carried out consist of opinions of teachers, opinions of students, experience sharing, and examples of activities. These include examples of activities (Hazen, 2020;Parra et al, 2022), model development, virtual fieldwork (Firomumwe, 2022;Li et al, 2022); evaluating the effectiveness of online learning (Abdi et al, 2021); the effects of Covid-19 on teaching and learning geography (Changa, 2020); the relationship of Covid-19 with students' life experiences (Ushera & Dolan, 2021); students' perspective (Hasan & Khan, 2020;Hastuti et al, 2021;Ince et al, 2021); the role of geography in understanding local and global issues (Van der Scheea, 2020); film as a pedagogical tool (Mullick & Haque, 2022); the current state of geography education in schools and its impact on geography learning and teaching (Bagoly-Simo et al, 2020;Schultz & DeMers, 2020;Susanthi & Nursa'ban, 2020;Day et al, 2021); effective course design (Santoso, 2021); educational experience gained in line with the European Commission's Digital Education Action Plan (2021-2027) (Palmentieri, 2022); students' attitudes towards distance learning (Saribas & Meydan 2020); opinions of teachers and prospective teachers (Babacan & Ceviz, 2022;Kilinc & Karademir, 2021;Ozkaral & Bozyigit, 2020;Turker & Dundar, 2020); the contribution of the pandemic period to students' geographical knowledge (Yigit Ozudogru & Sahin, 2022).…”

Section: Introductionmentioning

confidence: 99%

Identifying Variables That Predict Students’ Geographical Inquiry Skills During the Covid-19 Pandemic

YIGIT OZUDOGRU

2023

Turkish Online Journal of Distance Education

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The purpose of this study was to observe the predictive power of the practices carried out in distance geography courses conducted during the Covid-19 pandemic in students’ self-efficacy in geographical inquiry skills. Fourteen variables were determined for this purpose. In this context, questions covering the individual characteristics of the students, systems followed by the students (synchronous-asynchronous), students’ interests in the course and their follow-ups, and their learning experiences were included. “The Self-Assessment Scale for Geographic Inquiry Process Skills” was used to determine the students’ self-efficacy levels. The data were collected from 493 students attending 11th and 12th grades in eighteen high schools in the spring semester of the 2021-2022 academic year. The screening model was used in the research and the data were analyzed using multiple hierarchical regression methods. The results of the study showed that nine variables statistically predicted 89% of the total variance. In order of relative importance, grade, school type, and gender are the first and most important predictor variables. Students’ asking questions, doing homework, and using supplementary materials come next. Based on this, it is recommended that teachers take on the responsibility of raising their students as individuals who are independent and learned to learn.

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