Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements

Abstract

In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students’ cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.

Student and teacher experiences of online synchronous learning

“…, 2016; Clark et al. , 2015), with Cakigolu's (2019) study specifically linking them to cognitive presence.…”

“…Campbell et al (2019) suggest teachers see their role as facilitators but student expectations are for a didactic approach. Those examining social presence in online learning, identified the importance of teacher presence, in relation to learning and building a sense of community (Cakiroglu and Kilic, 2020;Cakiroglu, 2019). Such was its value that learnerinstructor interaction was the strongest predictor of variance in student satisfaction (Kuo et al, 2014).…”

“…The common elements identified across the papers, including student and tutor attitudes to these interactions, are discussed here. This aspect was particularly highlighted in surveys looking at the Community of Inquiry Framework which focuses on the influence of different aspects of 'presence' (see Cakiroglu, 2019 for a more detailed discussion). However, there was little evidence in relation to what this connection should look like.…”

Sorgulama Topluluğu Kuramı

“…Sorgulama Topluluğu Kuramı ile ilişkilendirilen kavramlar Araştırmalarda Sorgulama Topluluğu Kuramı ile Şekil 5'te sunulan kavramların ilişkilendirildiği görülmüştür. Öğrenme performansı, akademik performans ve akademik başarı (Abe, 2020;Çakıroğlu, 2019;Tan, 2020) kavramlarının kuram bağlamında en çok araştırılan değişkenler olduğu görülmüştür. Bu kavramları öğrenci memnuniyeti (Fatani, 2020;Nasir, 2020; Patwardhan ve diğerleri, 2020; ), öğrenci motivasyonunu (Kilis ve Yıldırım, 2018;Thurber ve Trautvetter, 2020) ve öğrenci katılımını (Mejia, 2020) araştıran çalışmalar takip etmektedir.…”

Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments

“…In this regard, scholars emphasize the importance of interaction (between the students and/or between students and teacher) in high-quality online learning [11][12][13]. Also, attaining higher-order learning outcomes and enhancing the ability to transfer learning to other situations can be best achieved through a community of inquiry, which includes various combinations of interaction among content, teachers, and students [14][15][16].…”