Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University

Almasi, Mustapha; Zhu, Chang; Machumu, Haruni

doi:10.21825/af.v31i1.9038

Cited by 7 publications

(7 citation statements)

References 29 publications

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“…The use of a blended approach brings some challenges in the way students interact and how their cognitive presence manifests. Although students on a BL course need to be able to construct meaning and share knowledge that may enhance their learning, this is not always the case, as some studies indicate (Almasi, Zhu and Machumu, 2018;Akyol and Garrison, 2008). Most studies on cognitive presence and students' performance were done on online courses utilizing either quantitative or qualitative measures using mainly perceived learning (Akyol and Garrison, 2011;Shea, Li and Picket, 2006).…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed‑Methods Approach

Almasi¹,

Zhu

2020

ECEL

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Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students’ perceived learning. This study adopts a mixed‑method approach to investigate students’ perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = .51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation.

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Section: Introductionmentioning

confidence: 99%

Investigating Students’ Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed‑Methods Approach

Almasi¹,

Zhu

2020

ECEL

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“…Inferring from Rodgers and Raider-Roth (2006) and Garrison and Akyol (2013), the presence of mathematics teaching is the students' feeling of being connected mentally, emotionally and physically within the mathematics learning environment. Although teaching presence is identified with all participants in the teaching and learning encounter (Almasi et al, 2018;Garrison et al, 2001), the central actor in appreciating the presence of teaching is the instructor whose responsibility is to establish a purposeful and helpful inquiry community (Garrison & Akyol, 2013).…”

Section: Conceptualizing Teaching Presencementioning

confidence: 99%

“…Besides, there is documentation of mixed findings about how male and female students perceive teaching presence in online teaching. For example, while Laves (2010) and Almasi et al (2018) could not establish a significant relationship between students' perception of teaching presence and their genders, Garrison et al (2010) point out the possibility of a relationship between gender and teaching presence.…”

Section: Introductionmentioning

confidence: 96%

College students’ perceived teaching presence in emergency remote online mathematics teaching

Taley¹

2022

J. Res. Adv. Math. Educ

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In this period of the Covid-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.

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“…A community of inquiry framework was adopted in this study to appreciate the composition of students' cognition, emotions, and environmental factors in their online mathematics learning experiences [15]. Lee [15] identified teaching presences, cognitive presences, and social presences whose interdependence, according to Almasi, Zhu, and Machumu [16], provides a building block defining the educational experiences of online learners. Consequently, these three presences were renamed respectively as a teaching-learning experience, cognitive learning experience, and social learning experience.…”

Section: Introductionmentioning

confidence: 99%

Online mathematics learning experiences of the colleges of education students in Ghana

Mensah¹,

Taley

Adjei³

2021

EduLearn

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The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.

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Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University

Cited by 7 publications

References 29 publications

Investigating Students’ Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed‑Methods Approach

Investigating Students’ Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed‑Methods Approach

College students’ perceived teaching presence in emergency remote online mathematics teaching

Online mathematics learning experiences of the colleges of education students in Ghana

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