Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments
Journal Article
OPEN
OPEN| Published | 1 July 2020 |
| Journal | Education Research International Volume 2020 |
| Publisher | Hindawi |
| Country | Iran, Asia |
ABSTRACT
This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived presence and the researcher-made survey to measure learner’s high-level learning outcomes. The results showed that the frequency of the produced semantic units in different types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition than those in the control group condition. In addition, students in the experimental condition showed more progression in the posttest in terms of their high-level learning outcomes as compared to the students in the control group condition.| Keywords | learner perception, high-level learning, deep learning, learning outcomes |
| CoI focus | Full model |
| Methodology | Quantitative |
| Population | Undergraduate |
| Study design | Experimental with control |
| Data analysis | MANOVA |
| Instrument | CoI transcript analysis |
| Contribution | Empirical |
| Sample size | 52 |
| Study aim | "Investigate the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments." |
| Finding | "The findings of this study corroborate the positive effect of the proposed instructional approaches based on the CoI framework on students’ high-level learnings (analysis, evaluation, and synthesis)." |
| Language | English |
| ISSN | 2090-4002 |
| Refereed | Yes |
| Rights | CC BY |
| DOI | 10.1155/2020/6026231 |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 0 distinct readers
COMMUNITY NOTES
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.
POST A COMMENT
SIMILAR RECORDS
Understanding The Use and Impact of Social Media Features on The Educational Experiences of Higher-Education Students in Blended and Distance-Learning Environments
Scialdone, Michael John
Students are increasingly expecting social media to be a component of their educational experiences both outside and inside of the classroom. The phenomenon of interest in this dissertation is understanding how the ...
Match: environments; full model
Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts
Ariati, Jati; Pham, Thomas; Vogler, Jane S
Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. ...
Match: environments; full model
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
De Wever, Bram; Schellens, Tammy; Valcke, Martin; Van Keer, Hilde
Research in the field of Computer Supported Collaborative Learning (CSCL) is based on a wide variety of methodologies. In this paper, we focus upon content analysis, which is a technique often used to analyze ...
Teaching in Blended Learning Environments
Vaughan, Norman D.; Cleveland-Innes, Martha; Garrison, D. Randy
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully ...
Match: environments; full model
Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online-Team-Based Learning
Parrish, Christopher W.; Guffey, Sarah K.; Williams, David S.; Estis, Julie M.; Lewis, Drew
This paper describes the development of the Integrated Online—Team-Based Learning (IO-TBL) model and details students’ perceptions of IO-TBL using the Community of Inquiry framework. IO-TBL is an online team-based ...
Match: fostering; full model
A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses
Shea, Peter; Li, Chun Sau; Pickett, Alexandra
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in ...
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?
Turk, Murat; Heddy, Benjamin C.; Danielson, Robert W.
This study examined the hypothesized relationships between perceived teaching presence and social presence accounting for social-contextual factors in online learning environments and online students’ basic ...
Match: environments
Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions
Zydney, Janet Mannheimer; deNoyelles, Aimee; Seo, Kay Kyeong-Ju
The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a ...
Match: environments
A study of students' sense of learning community in online environments
Shea, Peter
This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these ...
Match: environments
Fostering student self- and co-regulation in a community of inquiry: development of a Self-Assessment and Praxis Tool
Dell, Debra; Vaughan, Norman; Cleveland-Innes, Martha F.; Stenbom, Stefan; Garrison, D. Randy
Calls for twenty-first-century learning design and education reform point to the need for digitally-enabled educators to be mindful of whole-person learning. The whole-person learning perspective includes recognition of ...
Match: fostering
