A Network Analysis-Driven Sequential Mediation Analysis of Students’ Perceived Classroom Comfort and Perceived Faculty Support on the Relationship between Teachers’ Cognitive Presence and Students’ Grit—A Holistic Learning Approach

Abstract

The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut. The current study focuses on the CoI framework in general, and in particular on studies on teaching, social, and cognitive presences in connection to students’ feeling of belonging and grit enhancement. This research investigated the opinion of 310 students at the Aurel Vlaicu University of Arad regarding their satisfaction with their teachers’ presences, their academic sense of belonging, and their grit. Our methodology followed an innovative approach. First, we employed a network analysis on all subscales’ mean scores, and then we performed a sequential mediation analysis based on both the network analysis results and the conclusions from the literature review. We tested whether students’ perceived classroom comfort and perceived faculty support sequentially mediated the relationship between teacher’s cognitive presence and students’ grit. According to the scientific literature, teacher’s cognitive presence consists of four fundamental categories: triggering events, exploration, integration, and resolution, which specifically the validation of knowledge by cooperation and reflection in a community of inquiry. We further tested if sense of belonging might mediate the relationship between teachers’ cognitive presence and students’ grit. The results show that students’ perceived classroom comfort and perceived faculty support partially and significantly sequentially mediate the relationship between teachers’ cognitive presence triggering events and students’ grit. The results are then further used to suggest possible recommendations for designing holistic learning environments in Romanian higher education institutions.

A Network Analysis Approach toward Adaptive Overt Narcissism Network

“…Our hypotheses were inspired by recent findings [ 51 , 61 , 62 , 63 , 64 , 65 ] from psychopathology symptom networks. The findings imply that more severe psychopathology is associated with symptom networks with greater connectedness.…”

Students satisfaction, self-efficacy and achievement in an emergency online learning course

“…Likewise, students appreciate the opportunities to share and learn from their classmates, using various tools and platforms to communicate and collaborate effectively (Gasson & Waters, 2018;Ruane & Vera, 2016). Moreover, the presence and guidance of the teacher are crucial for ensuring the coherence, quality and meaning of the online learning experience (Aderinoye et al, 2007;Head et al, 2017;Tiberiu et al, 2023). Another factor influencing student satisfaction is the relevance and applicability of the course content to their personal lives, demonstrating the online curriculum's value and significance (Belet, 2017;Li, 2021).…”

Implementation of the Independent Campus Learning Policy ”MBKM”: An Overview from the Perspectives of Students and Lecturers

“…In addition to written tests, other assessment methods such as project assignments, presentations, portfolios or practicums can be used. This approach provides opportunities for students to demonstrate their abilities practically and creatively, and encourages more applied and contextual learning (Dughi et al, 2023;Paz et al, 2020). With flexibility in the Syahruddin / Implementation of the Independent Campus Learning Policy "MBKM" An Overview from the Perspectives of Students and Lecturers curriculum, choice of courses, merging of disciplines, and various assessments, the Merdeka Learning policy provides space for students to explore their interests and potential more freely.…”