Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

Abstract

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners' discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.

Guest Editors’ Introduction to the Special Issue

“…However, unlike the earlier study, the interaction of participants also predicted outcomes, whereas learner characteristics of motivation and self‐regulation had either mixed or no predictive effects. Although these findings run counter to findings in some recent studies (Garrison & Akyol, 2013; Hayes, Smith, & Shea, ), the study suggests that these learner characteristics need to be examined in context with other factors before definitively stating their importance in e‐learning effectiveness. If confirmed in future studies, a particularly encouraging implication of Eom & Ashill's study for those who develop and conduct online courses and programs is that they may be able to influence student learning and outcomes through course design and conduct regardless of what dispositional and/or demographic characteristics learners bring to the course environment.…”

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

“…However, students are constantly challenged to work in pairs to learn. In this case, individuals must move into the inter-personal concept of regulation, co-regulation , which “means regulation directed toward a specific member of a group in a collective activity” (Hayes et al, 2015, p. 3). Students are forced to work with a class-mate (on a one-to-one basis) and interact with him/her to solve a learning task.…”

“…Shared-regulation is referred as “processes by which multiple others regulate their collective activity” (Hadwin and Oshige, 2011, p. 254). In this context, group members “collectively set goals, track their progress, use strategies, and consider their effectiveness in the service of a shared outcome” (Hayes et al, 2015, p. 3). There is general consensus of the efficacy of self-regulated learning on academic success (Pintrich, 2000; Winne, 2005; Zimmerman, 2008).…”

The affordances of the Community of Inquiry framework for self-directed blended learning in South African research

“…In all cases, they justified the existence of a learning presence based on the idea as conceptualised by Shea and Bidjerano (2010). Since this foundational work, the learning presence has been explored in various studies (Hayes, Smith & Shea 2015;Lee & Han 2018).…”