article

Learning presence as a moderator in the community of inquiry model

Authors:

Temi BidjeranoAuthors Info & Claims

Computers & Education, Volume 59, Issue 2

Pages 316 - 326

https://doi.org/10.1016/j.compedu.2012.01.011

Published: 01 September 2012 Publication History

Abstract

This study of over 2000 US college students examines the Community of Inquiry framework (CoI) in its capacity to describe and explain differences in learning outcomes in hybrid and fully online learning environments. We hypothesize that the CoI model's theoretical constructs of presence reflect educational effectiveness in a variety of environments, and that online learner self-regulation, a construct that we label ''learning presence'' moderates relationships of the other components within the CoI model. Consistent with previous research (e.g., Means, Toyama, Murphy, Bakia, & Jones, 2009; Shea & Bidjerano, 2011) we found evidence that students in online and blended courses rank the modalities differently with regard to quality of teaching, social, and cognitive presence. Differences in help seeking behavior, an important component of self-regulated learning, were found as well. In addition, results suggest teaching presence and social presence have a differential effect on cognitive presence, depending upon learner's online self-regulatory cognitions and behaviors, i.e. their learning presence. These results also suggest a compensation effect in which greater self-regulation is required to attain cognitive presence in the absence of sufficient teaching and social presence. Recommendations for future research and practice are included.

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ElSayad G(2022)Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysisEducation and Information Technologies10.1007/s10639-022-11480-z28:6(7291-7316)Online publication date: 30-Nov-2022
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Learning presence as a moderator in the community of inquiry model
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cover image Computers & Education

Computers & Education Volume 59, Issue 2

September, 2012

689 pages

ISSN:0360-1315

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Copyright © Elsevier Ltd © 2012.

Publisher

Elsevier Science Ltd.

United Kingdom

Publication History

Published: 01 September 2012

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Cited By

Zhu YYan STao JZhang L(2024)The perspective of teaching systems: The effectiveness of two online teaching approaches in K-12 and school stages differencesEducation and Information Technologies10.1007/s10639-023-12257-829:9(11585-11624)Online publication date: 1-Jun-2024
https://dl.acm.org/doi/10.1007/s10639-023-12257-8
Kundu ABej T(2022)Time for Attitudinal Change and Critical ThinkingInternational Journal of Information Communication Technologies and Human Development10.4018/IJICTHD.29752314:1(1-17)Online publication date: 15-Apr-2022
https://dl.acm.org/doi/10.4018/IJICTHD.297523
ElSayad G(2022)Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysisEducation and Information Technologies10.1007/s10639-022-11480-z28:6(7291-7316)Online publication date: 30-Nov-2022
https://dl.acm.org/doi/10.1007/s10639-022-11480-z
Yin BYuan C(2022)Detecting latent topics and trends in blended learning using LDA topic modelingEducation and Information Technologies10.1007/s10639-022-11118-027:9(12689-12712)Online publication date: 1-Nov-2022
https://dl.acm.org/doi/10.1007/s10639-022-11118-0
ÇAKIROĞLU ÜKAHYAR S(2022)Modelling online community constructs through interaction data: A learning analytics based ApproachEducation and Information Technologies10.1007/s10639-022-10950-827:6(8311-8328)Online publication date: 1-Jul-2022
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Lin J(2020)Continuance model of formative computer-based assessment (CBA): Considering the effects of self-regulation and social influenceUniversal Access in the Information Society10.1007/s10209-019-00701-x19:4(905-918)Online publication date: 1-Nov-2020
https://dl.acm.org/doi/10.1007/s10209-019-00701-x
Wei LHu YZuo MLuo H(2020)Extending the COI Framework to K-12 Education: Development and Validation of a Learning Experience QuestionnaireBlended Learning. Education in a Smart Learning Environment10.1007/978-3-030-51968-1_26(315-325)Online publication date: 24-Aug-2020
https://dl.acm.org/doi/10.1007/978-3-030-51968-1_26
Lin JLai YLai YChang L(2016)Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffoldsJournal of Computer Assisted Learning10.1111/jcal.1212032:1(77-93)Online publication date: 1-Feb-2016
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Lai CHwang G(2016)A self-regulated flipped classroom approach to improving students' learning performance in a mathematics courseComputers & Education10.1016/j.compedu.2016.05.006100:C(126-140)Online publication date: 1-Sep-2016
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Lin JTsai C(2016)The impact of an online project-based learning environment with group awareness support on students with different self-regulation levelsComputers & Education10.1016/j.compedu.2016.04.00599:C(28-38)Online publication date: 1-Aug-2016
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