Learning presence as a moderator in the community of inquiry model

Shea, Peter; Bidjerano, Temi

doi:10.1016/j.compedu.2012.01.011

Cited by 198 publications

(167 citation statements)

References 31 publications

Supporting

Mentioning

132

Contrasting

Unclassified

Order By: Relevance

“…Moreover, Barnard et al (2008) claimed that learner perceptions of peer communication and collaboration (i.e., GA) and individual self-regulation level may partially determine learning behavior and achievement in an online collaborative environment. Shea & Bidjerano (2012) also stated that GA information may affect students with different self-regulation level in adjusting their learning behaviors to achieve the desired outcomes. Shi, Frederiksen, & Muis (2013) stated that the relationship between individual self-regulated level and GA on collaboration activity is an issue that is still inadequately understood.…”

Section: Research Issuesmentioning

confidence: 99%

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Lin¹,

Szu²,

Lai³

2016

IRRODL

View full text Add to dashboard Cite

Group awareness can affect student online learning while self-regulation also can substantially influence student online learning. Although some studies identify that these two variables may partially determine learning behavior, few empirical studies or thorough analyses elucidate the simultaneous impact of these two variables (group awareness and self-regulation) on online learning behavior. This paper compared one online collaboration environments with GA support with one without group awareness (NA) support and further investigated how these two variables, different system types (i.e., GA and NA) and different self-regulation levels (i.e., high and low), influence learning task (i.e., assessment) participation, and peer interaction (i.e., asking for help and willing to help) using two-way analysis of variance (ANOVA). Analytical results first showed that both variables have significant interaction on assessment participation and requesting rate. GA can particularly stimulate students with high-level self-regulation to engage more learning task (assessment) participation and ask for help more, compared with students with low-level self-regulation. Second, both variables have no significant interaction on willingness to help. The GA class can enhance a student's willingness to help regardless of his/her self-regulation level.

show abstract

Section: Research Issuesmentioning

confidence: 99%

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Lin¹,

Szu²,

Lai³

2016

IRRODL

View full text Add to dashboard Cite

show abstract

“…With the exception of authors such as Shea and Bidjerano (2012) and Shea, Hayes, Smith, Vickers, Bidjerano, Pickett, Wilde, GozaCohen and Shoubang (2012), a lack of research regarding the role that self-regulation skills of students as part of learning presence play in a blended learning environment is evident. Research conducted by Shea, Hayes, Vickers, Gozza-Cohen, Uzuner, Metha, Valtcheva and Rangan (2010) points out that previous analysis of data regarding the CoI framework (social, teaching and cognitive presence) contained information that did not fit into the originally established CoI framework.…”

Section: Introductionmentioning

confidence: 99%

“…Online education requires a greater degree of self-directedness and self-reliance than traditional face-to-face modes of delivery (Dynan, Cate, & Rhee, 2008;Shea & Bidjerano, 2012). Despite the many promising features of online and BL instruction, such modes of delivery may have a limited capability to engage students in learning experiences unless students are selfmotivated, active learners who demonstrate strong organizational skills in their learning habits (Banerjee, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Students in online courses face challenges that require persistence and determination, typically required of self-directed learners (Dynan, Cate, & Rhee, 2008;Shea & Bidjerano, 2012). Given the on-going expansion of the BL environments Shea and Bidjerano (2012) suggest that we gain insight into successful student self-regulation skills in online environments in order to develop a profile of how students learn online and thus also in a blended environment.…”

Section: Introductionmentioning

confidence: 99%

“…Despite the many promising features of online and BL instruction, such modes of delivery may have a limited capability to engage students in learning experiences unless students are selfmotivated, active learners who demonstrate strong organizational skills in their learning habits (Banerjee, 2011). Students in online courses face challenges that require persistence and determination, typically required of self-directed learners (Dynan, Cate, & Rhee, 2008;Shea & Bidjerano, 2012). Given the on-going expansion of the BL environments Shea and Bidjerano (2012) suggest that we gain insight into successful student self-regulation skills in online environments in order to develop a profile of how students learn online and thus also in a blended environment.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Pool

Reitsma

Berg

2017

OLJ

View full text Add to dashboard Cite

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.

show abstract

Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Durak

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

The Flipped Classroom (FC) provides various opportunities to ensure active learning in a student‐based learning environment. In the literature, it is pointed out that the FC model provided a positive contribution to the teaching process when it was used for learning environments in past studies. Besides this, it is seen that FC was integrated into a learning method and the results were generally associated with only FC. From this point of view, it is thought that the methodological effect of FC needs to be examined. The aim of this study is to identify whether the use of different models (peer‐assisted group: PAL‐FC, collaborative group: SGCL‐FC, and individual learning: IL‐FC) in FC for computing courses of university students has an effect on academic performances, learning motivation, academic self‐efficacy, computer anxiety of the university students, and flipped learning readiness. This study is designed with a mixed method. The working group of the study is composed of 242 university students. The application lasted for 14 weeks. In this study, data have been collected by a Personal Information Form, semi‐structured interview form, information technologies achievement test, and four different data collection tools. As a result of the research, it is found out that different applications in the FC model have a significant effect on academic success, academic self‐efficacy, e‐learning readiness in FC. FC model application with PAL‐FC has proved more successful when compared to other methods in terms of developing performance and reducing technology anxiety. Also, it is seen that motivation and academic self‐efficacy in FC has improved positively for collaborative group work.

show abstract

Learning presence as a moderator in the community of inquiry model

Cited by 198 publications

References 31 publications

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

Effects of Group Awareness and Self-Regulation Level on Online Learning Behaviors

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

Flipped classroom model applications in computing courses: Peer‐assisted groups, collaborative group and individual learning

Contact Info

Product

Resources

About