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Download full textWatson, Sharon; Sullivan, Daniel P.; Watson, Kathryn – Online Learning, 2023
The expanding scale and scope of online education options, both in terms of design and delivery, create significant questions that increasingly warrant research attention. Previous research has demonstrated that higher levels of teaching presence in online courses is positively related to student engagement, satisfaction and learning. Although…
Descriptors: Online Courses, Student Attitudes, Teacher Student Relationship, Asynchronous Communication
Guo, Pengyue; Saab, Nadira; Ren, Danli; Admiraal, Wilfried – Online Learning, 2022
The role of teachers is an important element of online project-based learning courses. Based on the Community of Inquiry framework, this study examined how students' perceptions of teaching presence, through social presence and cognitive presence, were related to their evaluations of online project-based learning. A 16-week online project-based…
Descriptors: Communities of Practice, Teacher Role, Student Attitudes, Electronic Learning
Alwafi, Enas Mohammad – Online Learning, 2022
This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control…
Descriptors: Discussion Groups, Computer Mediated Communication, Learning Analytics, Interpersonal Communication
Dempsey, Patrick R.; Zhang, Jie – Online Learning, 2019
Despite the prevalence of research on the Community of Inquiry framework and its associated measurement instrument, more research is needed to re-evaluate the factor structure, study the effects of covariates or measurement invariance, and explore the relationships among the three presences. Results of this study indicated that (a) teaching,…
Descriptors: Communities of Practice, Inquiry, Construct Validity, Factor Structure
Cooke, Nicole A. – Online Learning, 2016
In a study of the information behaviors of graduate students enrolled in an online Masters of Library and Information Science (MLIS) program, it was determined that learners engage in threaded discussions not only for cognitive purposes but for affective reasons as well. The information sharing among students was particularly prolific during a…
Descriptors: Electronic Learning, Graduate Students, Information Science, Library Science
Clarke, Lane Whitney; Bartholomew, Audrey – Online Learning, 2014
The purpose of this study was to investigate instructor participation in asynchronous discussions through an in-depth content analysis of instructors' postings and comments through the Community of Inquiry (COI) framework (Garrison et. al, 2001). We developed an analytical tool based on this framework in order to better understand what instructors…
Descriptors: Asynchronous Communication, Teacher Participation, Discussion (Teaching Technique), Content Analysis
Whiteside, Aimee L. – Online Learning, 2015
This study explores the level of "social presence" or connectedness, in two iterations of a 13-month, graduate-level certificate program designed to help K-12 school leaders integrate technology in their districts. Vygotsky's Social Development Theory serves as the theoretical lens for this programmatic research. The methods include a…
Descriptors: Online Courses, Blended Learning, Graduate Study, Social Development
