Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Ma, Zhiqiang; Wang, Jing; Wang, Qiyun; Kong, Lili; Wu, Yonggang; Yang, Hao

doi:10.19173/irrodl.v18i6.3197

Cited by 41 publications

(40 citation statements)

References 34 publications

(34 reference statements)

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“…32,42,43 It has also shown good reliability and validity among Chinese undergraduate students. 44 It contained 3 sections and 10 subsections, including teaching presence (13 items), social presence (9 items) and cognitive presence (12 items). Teaching presence is interpreted as the role of teachers before and of the teaching, including course design and organization, facilitation, and direct instruction.…”

Section: Online Learning Environmentmentioning

confidence: 99%

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

Wang¹,

Liu²,

Zhang³

et al. 2021

PRBM

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After a year of the COVID-19 pandemic, countries have repeatedly imposed strict quarantine regimes as the virus mutates and becomes more contagious. Medical undergraduate education has been disrupted and transformed into prolonged home isolation and online learning. Although studies have reported that the COVID-19 pandemic tends to increase perceived stress (PS) and affect the mental health of medical students, the influencing factors are unclear. Therefore, based on the stress process model, this study will comprehensively evaluate the distribution of stressors of medical students and explore the personal and environmental predictors of PS during the epidemic. Participants and Methods: An online survey was conducted among medical students (n=369) from three medical universities in western China who engaged in online learning. A stress process conceptual framework was formed to explore the influencing factors of PS. The survey items contained four sections: (a) the potential stressors derived from academic, psychosocial and health-related demands; coping resources such as (b) online learning environment support and (c) personal resilience, including online learning behavior and individual characteristics; and (d) PS, perception of imbalanced demands and coping resources. Results: The mean PS score was 17.39 (SD=4.58), and over four-fifths (82.3%) of the students had moderate to high levels of stress. The average item scores of academic, psychosocial and health-related stressors were 2.72 (SD=0.55), 2.31 (SD=0.55) and 2.07 (SD=0.50), respectively. Gender, grade, psychosocial stressors, health-related stressors, specific online learning behavior (persistence, attitude and flexibility), and the online learning environment (teaching, social and cognitive presence) were predictors of PS. Conclusion:Our results specify that a reduction in psychological and health-related stressor stimulation, specific online learning behavior promotion, and well-established online learning environment support could be considered essential for alleviating the negative impacts of COVID-19 on the psychosocial health of medical undergraduates.

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Section: Online Learning Environmentmentioning

confidence: 99%

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

Wang¹,

Liu²,

Zhang³

et al. 2021

PRBM

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“…There are other examples: Bidjerano (2010, 2012) and Shea et al (2014) advocated the inclusion of learner presence in the CoI framework. Building on these works, Ma et al (2017) examined the revised CoI framework and used the path analysis to find that a similar element, called learning presence, has a significant partial mediating effect in the association between the cognitive presence and the teaching presence, as well as in the association between the cognitive presence and the social presence. Furthermore, Bidjerano (2009, 2013) explored that gender, age, and academic level could generate the mediating effects of student online experience in the CoI framework.…”

Section: Literature Reviewmentioning

confidence: 99%

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

et al. 2021

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The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.

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“…Teacher’s support and facilitation also encouraged online participation and the use of various activities introduced to encourage engagement. Students were also satisfied when teachers clarified instructions and provided timely feedback on the graded activities thus supporting their capabilities in the VLE (Kozan, 2016 ; Ma et al, 2017 ).…”

Section: Discussion Conclusion and Limitationsmentioning

confidence: 99%

“…This is especially germane in the current context. Healthy and appropriate interaction between social, teaching, and cognitive presences should lead to higher levels of student satisfaction in VLEs (Kozan, 2016 ; Ma et al, 2017 ).…”

Section: Review Of Literaturementioning

confidence: 99%

A bio-environmental perspective on Emirati female college students’ experiences in virtual learning communities of inquiry

AlShamsi

2021

Int J Educ Technol High Educ

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During the coronavirus pandemic, educational institutions were forced to shift to virtual learning. Drawing on the Community of Inquiry framework and bioecological perspective, this research explores the virtual learning experiences of female college students at one higher education institution in the United Arab Emirates using an interpretive phenomenological paradigm. A convergent parallel mixed method design was implemented with participants (N = 350) who completed a questionnaire about the challenges of virtual learning followed by semi-structured interviews (N = 10). Observations, journals, and peer-reviewed literature was also used to explore the influence of cognitive, social, and teaching presence on students’ perceptions. The data were analyzed using descriptive statistics and thematic analysis. The researcher found students had a high perception of the three influences of Community of Inquiry framework and were aware of its importance. Furthermore, there were clear relationships between cognitive and teaching presence and cognitive and social presence. The importance of online teaching and learning strategies supports the interactivity of these presences.

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Verifying Causal Relationships Among the Presences of the Community of Inquiry Framework in the Chinese Context

Cited by 41 publications

References 34 publications

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

COVID-19 Crisis: Exploring Community of Inquiry in Online Learning for Sub-Degree Students

A bio-environmental perspective on Emirati female college students’ experiences in virtual learning communities of inquiry

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