Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Kilis, Selcan; Yıldırım, Zahide

doi:10.1016/j.compedu.2018.06.032

Cited by 80 publications

(58 citation statements)

References 124 publications

(219 reference statements)

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“…Also, when compared to Moodle, which is a less user-friendly environment, Facebook could be expected to be favored by the students. This might improve students' social presence (Kilis & Yildirim, 2018). The other issue is that some previous empirical findings indicated that Facebook is an effective discussion Design and organization Facilitating discourse Direct instruction environment in online and/or blended learning (English & Duncan-Howell, 2008;Mazer, Murphy, & Simonds, 2007).…”

Section: Social Presencementioning

confidence: 99%

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Kilis

Yıldırım

2019

OLJ

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This case study probes the posting patterns of students’ social presence, cognitive presence, and teaching presence in an online learning setting in the basis of community of inquiry framework. Qualitative data was collected from 91 students selected with purposive sampling from the Department of Medical Documentary and Secretary, a fully online associate degree program at a well-known public university. Students participated in six online asynchronous discussion activities on Moodle. The data was analyzed through descriptive and deductive transcript analysis. The findings revealed students’ posting behaviors were at a substantially high level for three-construct, and could be enhanced during treatment at a fairly substantially level, different from earlier studies. The most important points behind a high level of social and cognitive presence were addressing the topics based on real life cases and scenarios and designing reflective activities. The findings further indicated that large class size in online discussion could be overwhelming.

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Section: Social Presencementioning

confidence: 99%

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Kilis

Yıldırım

2019

OLJ

Self Cite

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“…The Community of Inquiry (CoI) theoretical framework informs this research (Garrison, Anderson, & Archer, 2001). This framework, comprised of domains for teaching, social and cognitive presence, suggests high-quality online education is realized when learners interact socially and coordinate efforts with peers, link new knowledge to past understanding, and directly apply the information to their present lives in a learning environment that places great importance on self-reflection and selfregulated learning (Garrison, 2007;Kilis & Yıldırım, 2018;Shea & Bidjerano, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Setting the pace: examining cognitive processing in MOOC discussion forums with automatic text analysis

Moore

Oliver

Wang

2019

Interactive Learning Environments

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Learning analytics focuses on extracting meaning from large amounts of data. One of the largest datasets in education comes from Massive Open Online Courses (MOOCs) that typically feature enrollments in the tens of thousands. Analyzing MOOC discussion forums presents logistical issues, resulting chiefly from the size of the dataset, which can create challenges for understanding and adequately describing student behaviors. Utilizing automatic text analysis, this study built a hierarchical linear model that examines the influence of the pacing condition of a massive open online course (MOOC), whether it is self-paced or instructor-paced, on the demonstration of cognitive processing in a HarvardX MOOC. The analysis of 2,423 discussion posts generated by 671 students revealed the number of dictionary words used were positively associated with cognitive processing while analytical thinking and clout was negatively associated. We found that none of the student background information (gender, education), status of the course engagement (explored or completed), or the course pace (self-paced versus instructor paced) significantly influenced the cognitive processing of the postings.

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“…Kilis & Yildirim [7] state that metacognition has been discussed around the concept of self-regulation. Lajoie [8] states that the concept of metacognition is intertwined with the concepts of self-regulation and self-regulated learning, and is often used interchangeably in the literature.…”

Section: Introductionmentioning

confidence: 99%

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

Bulut¹

2018

ujer

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The goal of this study is to specify the metacognitive awareness levels of the classroom and preschool teachers. Metacognitive awareness of teachers has been an important research subject in educational literature. However, current research on this topic is limited. Therefore, there is more need for this kind of research and this reality makes the current research more important. Data were collected using "Metacognitive Awareness Inventory (MAI)" which was developed by Schraw and Dennison [1] translated into Turkish by Akın, Arabacı & Cetin [2]. The participants were 396 teachers in the primary school and pre-schools of Diyarbakir in the 2018-2019 academic year. Data were analyzed in terms of branch, gender and seniority variables. In analysing data, t-test, one-way analysis of variance (ANOVA) and Scheffe tests were used. Results showed the levels of the classroom and preschool teachers' awareness was high. It was also found that the branch and gender variables were effective on teachers' metacognitive awareness levels, while the seniority variable was not. It is necessary to develop learning strategies to improve teachers' metacognitive awareness.

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Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

Cited by 80 publications

References 124 publications

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning

Setting the pace: examining cognitive processing in MOOC discussion forums with automatic text analysis

The Levels of Classroom and Pre-school Teachers' Metacognitive Awareness

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