Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments

Shea, Peter; Bidjerano, Temi

doi:10.1016/j.compedu.2010.07.017

Cited by 600 publications

(618 citation statements)

References 45 publications

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“…The discussion in a blended class learning as observed in some of the classes involves dividing the task at hand in a strategic manner, managing the time allocated for the task effectively so as to meet the deadline, and set goals in order to successfully complete the given task [20]. Thus the students in this study tend to generate these skills in order to tackle the project at hand.…”

Section: A Self-regulated Learningmentioning

confidence: 99%

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Onah

Sinclair

2017

Interactive Collaborative Learning

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Abstract-Online systems such as massive open online courses (MOOCs) are new innovative learning technology in education.With the proliferation of MOOC systems, little has been mentioned about blended MOOC system and how it enhances students' performance. Blended classroom is a form of learning taking place between two different activities of which one is online and the other is traditional teaching method using bricks and mortal classroom settings. This study reveals the effectiveness of blended classroom teaching for an undergraduate course. The module was embedded in an eLDaMOOC platform, which is a platform for delivery computing concepts, and Python programme course. This research aims to investigate students' perceptions of self-regulated learning (SRL) habits. A multidimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This analyses explores (a) cognitive process of students improving their self-regulated learning skills (b) potential of students' preparedness and motivation to engage with the course content in a blended context (c) potential difference in addressing the relation among the methods of engagement and achievement in their weekly assessment results. The research applied an Online Self-regulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning in eLDaMOOC learning environment. In developing a revised OSLQ to address the use of instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate student who took a seminar module via a blended course format. The results indicate the level of self-regulated learning explored from the measure of the self-regulation in the blended learning environment in this study.

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Section: A Self-regulated Learningmentioning

confidence: 99%

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Onah

Sinclair

2017

Interactive Collaborative Learning

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“…The teaching presence component represents the role of teacher which is often carried out with the collaboration of a number of individuals who are not teachers [21]. In [22], Shea and Bidjerano have recommended that this framework should consider the online learner's self-regulatory learning behaviour and self-efficacy. In line with this reasoning, they have suggested to include another element to the framework that is learner presence.…”

Section: B Theoretical Framework and Modelmentioning

confidence: 99%

“…Garrison, Anderson and Archer [22] stated that messagelevel unit was the most appropriate unit of analysis for identifying cognitive presence in their discussions. If students have posted only one idea per message then messages can be clearly identified and marked in a discussion, thus it is easy to consider a message as the unit of analysis However, in our context, students had formulated messages including more than one idea in one message.…”

Section: Unit Of Analysismentioning

confidence: 99%

Re-evaluation of community of inquiry model with its metacognitive presence construct

Weerasinghe¹,

Hewagamage²,

Ramberg³

2013

Int J on Adv. in ICT for Emerging Countries

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Abstract-Among the discussion-content analytical tools in the field of e-learning research, the community of inquiry (CoI) model is extensively applied and continuously improved by its users. This model investigates the types of elements that are manifested through inquiry-based learning processes in online discussions. They are social, cognitive, teaching, and metacognitive presences. These elements are essential for meaningful student interactions to take place in online learning environments. Particularly, the metacognitive presence construct of the CoI model discovers the students' ability of self and co-regulation of learning in an online learning environment. However, the metacognitive presence construct of the CoI model has not been evaluated along with the other components of the model. Therefore, in this paper the CoI model was re-evaluated to determine its reliability in analysing discussions in online courses on Information Technology related subjects. The evaluation was carried out on the basis of four online courses designed and developed for a distance learning programme in Sri Lanka. The paper discusses the modifications that were needed to make the model more applicable for conducting discussion-content analysis in similar types of online learning environments, and reports on the results of the final evaluation. The findings of the study imply that the theoretical framework of the CoI model needs to be improved to properly enclose the metacognitive presence component. In addition to that, the study adds points to the CoI model supporting for its well applicability and reliability in analysing online discussion content in Information Technology related courses.

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“…According to Shea and Bidjerano, the combination of learning, teaching, and social presences predicted better than 75% of perceived cognitive presence in both blended and online learning environments. [15] …”

Section: Methodsmentioning

confidence: 99%

“…[14] Shea and Bidjerano proposed a revised version of the COI (RCOI) framework that incorporated the effects of individual learner attributes on learning. [15] The fourth construct, LP is characterized as a combination of self-efficacy and individual effort. According to Shea and Bidjerano, the combination of learning, teaching, and social presences predicted better than 75% of perceived cognitive presence in both blended and online learning environments.…”

Section: Methodsmentioning

confidence: 99%

Student perceptions of group experience in online RN-to-BSN research course

Kim‐Godwin

Martínez

2016

JNEP

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Objective: The overall aim of this pilot study was to explore students' perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course. Methods: This descriptive correlational study used an online survey. Students' perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI) Conclusions:The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.

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Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments

Cited by 600 publications

References 45 publications

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Re-evaluation of community of inquiry model with its metacognitive presence construct

Student perceptions of group experience in online RN-to-BSN research course

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