Institutional presence: Toward a further developed Community of Inquiry model integrating institutional functions in online and blended learning environment

Article Education & Educational Research

Learning presence within the Community of Inquiry framework: An alternative measurement survey for a four-factor model

Ruth E. H. Wertz

Summary: This study evaluated alternative structures of the COI framework to explain student perceptions of learning online, finding that teaching presence reached a more parsimonious model with two subscales, social presence could be represented more parsimoniously with two subscales and a new subscale peer facilitation, and learning presence was the strongest overall predictor of cognitive presence. Unique contributions were made to the study of online learning environments through the COI framework, including the introduction of a comprehensive survey with Learning Presence indicators and evidence on the multidimensionality of the COI constructs.

INTERNET AND HIGHER EDUCATION (2022)

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Article Computer Science, Interdisciplinary Applications

Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?

Murat Turk et al.

Summary: This study found that perceived teaching presence and social presence have positive influences on students' basic psychological needs satisfaction. Perceived teaching presence has a greater contribution to satisfaction of the need for competence, while social presence has a greater contribution to satisfaction of the needs for autonomy and relatedness. These findings have important implications for practical applications in online teaching and learning.

COMPUTERS & EDUCATION (2022)

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Article Computer Science, Interdisciplinary Applications

Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning

Yamei Zhang et al.

Summary: This study examined the moderating effects of self-efficacy and online vigilance on the relationship between teaching presence and perceived learning. The results showed that self-efficacy can promote the positive association between teaching presence and perceived learning, while the impact of online vigilance depends on inhibitory control. These findings contribute to a better understanding of the association between teaching presence and perceived learning.

COMPUTERS & EDUCATION (2022)

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Article Education & Educational Research