The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes

Sun, Zhiru; Yang, Yuqin

doi:10.1016/j.iheduc.2023.100911

Cited by 11 publications

(5 citation statements)

References 36 publications

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“…The results indicated the importance of incorporating Total Quality Management (TQM) practices into the teaching and learning activities of the new curriculum framework (2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022). This concurs with Sun and Yang (2023) who postulated that a competence-based curriculum required that students be provided with teaching and learning experiences that give them opportunities to acquire relevant knowledge and skills. This was supported by Pasternak et al (2023) who postulated that the success of TQM in teaching and learning depends on the effectiveness of its teachers as they implement the curriculum.…”

Section: Discussionsupporting

confidence: 79%

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

2024

FeD

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The aim of this study was to explore the influence of Total Quality Management practices on new secondary school curriculum framework (2015-2022)’s teaching and learning activities in a selected district in Zimbabwe. The study had two main objectives: to explain the relevance of Total Quality Management practices in teaching and learning activities and to establish approaches that are used when integrating Total Quality Management practices in teaching and learning activities. The research was based on a combination of qualitative and quantitative methods, to allow for integrated analysis procedures by the researchers. For this study, the sample comprised 110 respondents from 10 purposively selected secondary schools. Data was collected through the use of literature method, semi-structured questionnaire, and interviews. Numerical data was analysed through the use of frequencies and percentages, with the non-numerical data being analysed according to emerging themes. The analysed data revealed that Total Quality Management practices were relevant in the implementation of the new high school curriculum implementation. The results revealed that Total Quality Management practices can be used in the implementation of the new high school curriculum. In addition, the analysed data revealed some of the approaches that can be used in the implementation of the new high school curriculum. In conclusion, Total Quality Management practices have an influence on the quality of interactions in the new high school curriculum’s teaching and learning activities. Therefore, the findings of this study will guide the revision of education policies to improve teaching and learning practices that prioritize the needs of students.

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Section: Discussionsupporting

confidence: 79%

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

2024

FeD

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“…Social presence in a community of inquiry, which includes learners' ability to emotionally express themselves, communicate openly, and foster cohesion in the learning environment (Arbaugh and Benbunan-Fich, 2006;Garrison and Arbaugh, 2007), has strong correlations with both instructional effectiveness and student literacy (Bai et al, 2020;Sun and Yang, 2023). Social presence not only facilitates open communication, interpersonal interaction, and collaborative inquiry learning within a community, but also serves as a mediating variable between teaching presence and cognitive presence (Garrison et al, 2010), as it is related to both the teacher's responsibility (constructing and managing a learning community) in the teaching presence factor, as well as a prerequisite for students' development of cognitive presence (engaging in community learning activities).…”

Section: Academic Buoyancy and Community Of Inquiry Frameworkmentioning

confidence: 99%

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Yang,

Lay

2024

Front. Psychol.

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IntroductionIn the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research.MethodsThe theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method.Findings(a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence.DiscussionThe results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

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“…al., 2023). Social presence refers to how learners can communicate their being and maintain a personal connection with others in a virtual environment (Sun & Yang, 2023). It is manifested in the affective expression, open communication, and collaboration among the participants in an online class (Hambali, et.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

Bajar,

Buemio,

Cacho

2024

Open Praxis

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This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program;2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

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The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes

Cited by 11 publications

References 36 publications

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

Total Quality Management Practices and their Influence on Curriculum Implementation: Experiences from Selected High Schools in Zimbabwe

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Sharing LiSQuP’s Leap: Lessons and Experiences within an Online Advancement Program in the Philippines

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