scholarly journals Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

2016 ◽  
Author(s):  
Jeanette Lyn Fung Choy ◽  
Choon Lang Quek
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Community Of Inquiry ◽  
Course Satisfaction ◽  
Online Course ◽  
Social Teaching ◽  
Online Learning Environment ◽  
Nutrition Course ◽  
Blended Course ◽  
Teaching Element

<p>With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, &amp; Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was administered to 167 polytechnic students (aged between 17 and 24) enrolled in a nutrition course in a polytechnic in Singapore. Results from path analysis confirmed the hypothesised relationships among the three elements of the CoI framework (i.e., social, teaching, and cognitive) and students’ learning-related outcomes (i.e., satisfaction, continuous academic-related online performance, and academic achievement). However, only the cognitive element had a direct relationship with continuous academic-related online performance and satisfaction. In addition, the continuous academic-related online performance mediated the relationships between the cognitive element and academic achievement. Generally, the hypothesized model was able to explain 46% of the variance in students’ online course satisfaction and 62% of the variance in students’ academic achievements.</p>

Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment

2008 ◽  
pp. 135-156
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Adult Learners ◽  
Learning Environment ◽  
Higher Order Thinking ◽  
Learning Model ◽  
Higher Order ◽  
Online Course ◽  
Online Learning Environment ◽  
Generative Learning

A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.

Strategies for Establishing and Sustaining Social Presence in the Online Learning Environment

2015 ◽  
pp. 251-265
Author(s):  
Credence Baker ◽  
Sarah Maben ◽  
Jennifer Edwards
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Complicated Task

Establishing a level of comfort in which students feel at ease in an online course is primarily the responsibility of the professor, but fostering this community of inquiry is a complicated task. While research is rich with regard to broad instructional practices that can be used to foster social presence, practical strategies and examples for faculty to use are lacking in the literature. This chapter describes specific social presence-related instructional strategies used to foster an atmosphere of sharing, support, and success for students enrolled in online courses.

scholarly journals Online and blended communities of inquiry: Exploring the developmental and perceptional differences

2009 ◽  
Vol 10 (6) ◽  
pp. 65 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison ◽  
M. Yasar Ozden
Keyword(s):  
Community Of Inquiry ◽  
Study Data ◽  
Developmental Differences ◽  
Online Discussions ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Graduate Course ◽  
Community Of Inquiry Framework ◽  
Blended Course ◽  
Method Approach

This paper discusses findings of a mixed method approach to a study of the development of a community of inquiry in an online and a blended learning environment. A graduate course delivered online and in a blended format was the context of the study. Data were gathered from the Community of Inquiry Survey, transcript analysis of online discussions, and interviews with students and the course instructor. Using multiple qualitative and quantitative data sources, the goal was to explore the developmental differences of the three presences (social, teaching, and cognitive) in the community of inquiry framework and students’ perceptions of a community of inquiry. The results indicated that in both the online and blended course a community of inquiry developed and students could sense each presence. However, the findings revealed developmental differences in social and cognitive presence between the two course formats with higher perceptions in the blended course.

scholarly journals Student Initiative Empowers Engagement for Learning Online

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Houston Heflin ◽  
Suzanne Macaluso
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Perceptions ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Self Assessment ◽  
Face To Face ◽  
Amount Of Information

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.

scholarly journals Teaching Presence Influencing Online Students’ Course Satisfaction at an Institution of Higher Education

2016 ◽  
Vol 9 (3) ◽  
pp. 62 ◽  
Author(s):  
Mohd Khalid M. N. ◽  
Don Quick
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Community Of Inquiry ◽  
Discussion Forum ◽  
Online Discussions ◽  
Course Satisfaction ◽  
Teaching Presence ◽  
Online Course ◽  
Online Students ◽  
Satisfaction Scale

<p class="apa">This paper discusses the association between online students’ interaction through the Learning Management System (LMS) discussion forum and their reported course satisfaction. The participants in the study reported here were selected from several faculties in one university in Malaysia who were enrolled in at least one hybrid or fully online course. The Community of Inquiry (CoI) framework, its instrument and satisfaction scale were employed in this study via a Qualtrics online survey. Teaching presence in the CoI was used to find out how strong it correlated with students’ course satisfaction. The results showed that both variables were significantly positively associated with each other; indicating that students who enjoyed a relatively high teaching presence in online discussions were very likely to report higher course satisfaction.</p>

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

scholarly journals Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework

2006 ◽  
Vol 7 (3) ◽  
Author(s):  
Emma J. Stodel ◽  
Terrie Lynn Thompson ◽  
Colla J. MacDonald
Keyword(s):  
Online Learning ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
The Other ◽  
Online Course ◽  
Face To Face ◽  
University Courses ◽  
Constructivist Perspective ◽  
Community Of Inquiry Framework

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience. The inquiry was qualitative in nature and conducted from a constructivist perspective. Ten learners who had indicated that they missed and/or would have liked more face-to-face contact following their participation in an online course were interviewed to elicit responses that would provide insights into what it is they miss about face-to-face contact when learning online. Five themes emerged: robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by the other, getting to know others, and learning to be an online learner. Garrison and colleagues’ (Garrison, Anderson, & Archer, 2000) community of inquiry framework was used to interpret the findings.

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

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