Journal
COMPUTERS & EDUCATION
Volume 55, Issue 4, Pages 1721-1731Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2010.07.017
Keywords
Online learning; Community of inquiry framework; Learning presence; Teaching presence; Social presence; Cognitive presence; Self-efficacy
Funding
- SUNY Learning Network, Office of the Provost, State, University of New York
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In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the Col framework and between elements of a nascent theoretical construct that we label learning presence. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments. (c) 2010 Elsevier Ltd. All rights reserved.
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