What Affects Students’ Academic Performance and Soft Skills Based on the Community of Inquiry (CoI) Theory?

Tusyanah, Tusyanah; Handoyo, Eko; Mayasari, Tri̇ Murni

doi:10.46328/ijte.345

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…For instance, a study by [15] emphasises the significant influence of social presence on students' satisfaction with online courses. Parallel findings have been supported by studies [16][17][18], which found positive correlations between social presence and satisfaction with various aspects of online learning, including discussions, teaching quality, and academic performance. The relationship between social presence and learning persistence has been a focal point in numerous studies, with a consensus indicating a positive correlation between the two constructs.…”

Section: Introductionsupporting

confidence: 53%

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Zhang,

Binti Mohamed,

Liu

2024

Int. J. Interact. Mob. Technol.

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Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion.

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Section: Introductionsupporting

confidence: 53%

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Zhang,

Binti Mohamed,

Liu

2024

Int. J. Interact. Mob. Technol.

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The value creation in communities of inquiry: a systematic synthesis

2023

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The Community of Inquiry (COI) has become increasingly popular as a practical framework that promotes critical thinking and improves learning skills in online environments. In order to encourage the COI, this study proposes to investigate learning VALUEs based on teaching presence (TP), social presence (SP), and cognitive presence (CP), applying a VALUE creation framework as an assessment tool. A quantitative research approach was used to analyse 16 research works. Firstly, this investigation reviewed the activities of COIs as the vital link between COI and VALUE creation. Secondly, these activities were evaluated using Wenger et al.'s framework. The related results show that COI activities generate immediate, potential, and applied VALUEs, however, it does not positively promote reframing. The activities of TP positively promote immediate VALUE, especially its categories of promoting discourse and direct instruction. Most activities of SP promote both immediate and potential VALUEs, whose indicator of open communication positively creates immediate VALUE whereas the activities of CP promote multiple VALUEs. These findings address the research gap regarding how COI contributes VALUE by improving learning experiences in virtual environments and what determines the generation of the VALUEs. The benefits of this study will guide practitioners (teachers, online course developers, and instructional designers) who aim to design and match related activities of COI to maximise the VALUE creation.

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Re-Examining Online Learning Practices Now and Beyond

Obonyo

2024

Advances in Mobile and Distance Learning

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Educators need to support all students' learning needs to provide equitable access to online learning. During the COVID-19 crisis, the abrupt and unplanned shift to online learning did not support the learning of all students. This was a challenge, but it was also a valuable learning experience for a better future. With proper planning, educators can provide all students with high-quality online learning experiences when the delivery of knowledge is challenged. This chapter discusses how the community of inquiry enhances the quality of online learning while also promotes inclusivity. There are multiple approaches to examining strategies that support diversity, equity, and inclusivity in online environments. Universal design for learning principles are considered in relation to the literature on inclusive and accessible teaching and learning for a broader range of students with and without disabilities. The chapter concludes by envisioning what online learning might look like in the future.

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What Affects Students’ Academic Performance and Soft Skills Based on the Community of Inquiry (CoI) Theory?

Cited by 3 publications

References 15 publications

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

The value creation in communities of inquiry: a systematic synthesis

Re-Examining Online Learning Practices Now and Beyond

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