Wisdom Communities Online

Gunawardena, Charlotte Nirmalani; Frechette, Casey; Layne, Ludmila

doi:10.4324/9781315439204-6

Cited by 2 publications

(20 citation statements)

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“…More diverse samples are also vital as the challenges and issues of diversity, equity, and inclusion have received intense scrutiny and attention in technology-enhanced learning environments. Fortunately, this scrutiny has resulted in much needed inroads in educational policies, initiatives, guidelines (Gunawardena et al, 2019 ; Gunawardena, 2020 ; OECD, 2020 ), and innovations in pedagogical practices (Krasny et al, 2020 ; Phan, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Doo

Bonk

Heo

2023

Education Tech Research Dev

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This study investigated the relationships between self-efficacy, self-regulation, and teaching presence, cognitive presence, and learning engagement during the pandemic. A total of 1435 undergraduate students in Korea completed an online survey on their learning experiences during COVID-19. The findings indicate that self-efficacy had a positive relationship with teaching presence and cognitive presence as well as self-regulation. No direct relationship between self-efficacy on learning engagement was found; however, the relationship between self-efficacy and learning engagement was fully mediated by self-regulation, teaching presence, and cognitive presence. Self-regulation had a positive relationship with both cognitive presence and learning engagement. Teaching presence had a positive impact on cognitive presence, but not on learning engagement. However, cognitive presence fully mediated the relationship between teaching presence and learning engagement. In effect, this study lends support to the significance of the role of cognitive presence in online learning.

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Section: Discussionmentioning

confidence: 99%

Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Doo

Bonk

Heo

2023

Education Tech Research Dev

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“…The theoretical framework for this research is based on Gunawardena's Wisdom Communities (Gunawardena et al, 2019 ). The concept of Wisdom Communities or Wis-Com is grounded in the sociocultural theory of Vygotsky ( 1978 ).…”

Section: Theoretical Framework: Gunawardena’s Wisdom Communitiesmentioning

confidence: 99%

“…Gunawardena et al’s ( 2019 ) Wis-Com focuses on transformative learning by viewing wisdom as a personal quality of humility, inclusiveness, kindness, generosity, and reflectiveness that honors the cultural gifts of individuals. The wisdom community fosters collaboration and reflection among its members.…”

Section: Theoretical Framework: Gunawardena’s Wisdom Communitiesmentioning

confidence: 99%

“…It supports them in their pursuit of knowledge and personal growth through communication, community, inclusive adaptable technologies, distributed co-mentoring, and learner support to attain transformational learning. “An effective learner support system in Wis-Com reflects the diversity of learners’ experiences, including differences in age, gender, cultural backgrounds, education, language, socio-economic status, family and employment commitments, goals, objectives, needs, desires, and access to technology” (Gunawardena et al, 2019 , p. 9).…”

Section: Theoretical Framework: Gunawardena’s Wisdom Communitiesmentioning

confidence: 99%

“…Culture provides meaning and order to our lives through shared social values, cognitive codes, behavioral standards, world views, and beliefs (Delgato-Gaitan & Trueba, 1991 ). Gunawardena et al ( 2019 ) defined culture as “a collection of the shared perception of the world and our place in it. We always share aspects of cultural identities with others, but their aggregate is ours alone.…”

Section: Introductionmentioning

confidence: 99%

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Assessing culturally inclusive instructional design in online learning

Gurjar

Bai

2023

Education Tech Research Dev

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This study assessed the psychometric properties of the culturally inclusive instructional design (CIID) scale with 31 items on a 7-point Likert scale. The data were collected from the training (N = 55) and validating samples (N = 80) of K-20 educators. Data analysis employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). EFA results revealed a clear five-factor structure, and the CFA results indicated good factor loadings. The reliability indices were .95 and .94 for the training and validation samples, respectively. The significant correlations among the factors indicated the five subscales measuring on the same CIID construct. In contrast, a non-perfect correlation presented a discriminating power for each subscale measuring the unique dimension of the construct. The study results established the validity and reliability of the instrument to measure culturally inclusive instructional design with implications for the design and development of online learning for cultural inclusivity.

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Wisdom Communities Online

Cited by 2 publications

References 1 publication

Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19

Assessing culturally inclusive instructional design in online learning

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