Modelling the role of learner presence within the community of inquiry framework to determine online course satisfaction in distance education

Armah, Justice Kofi; Bervell, Brandford; Bonsu, Nana Osei

doi:10.1016/j.heliyon.2023.e15803

Cited by 6 publications

(3 citation statements)

References 56 publications

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“…Within the surveyed literature, some researchers position it within the CoI framework, examining the connections between cognitive, teaching, and social presence. Some researchers [55] propose a positive correlation between satisfaction with online learning and overall CoI presence, while others, such as [54], suggest that course satisfaction is predicted social and teaching presence. Some scholars, such as [53], concentrate on the CoI framework, and they have found diverse results regarding how selfregulated learning influences these presences in online satisfaction.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Zhang,

Binti Mohamed,

Liu

2024

Int. J. Interact. Mob. Technol.

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Online learning has gained prominence due to numerous success stories, becoming a vital component and instrument for reforming classrooms in higher vocational education. However, the physical detachment inherent in online self-directed learning has raised concerns about student disengagement and isolation during the learning process. Social presence theory provides a unique perspective, methods, and tools for researching online learning. This paper presents a comprehensive analysis of the existing literature, with a focus on social presence, learning satisfaction, and persistence. The results reveal the intricate impact of social presence on learning satisfaction and persistence in online learning environments. A systematic literature review (SLR) was conducted to uncover research findings from May 2013 to June 2023. The selected articles underwent a thorough assessment, and duplicates were removed. The updated criteria for conducting systematic reviews and meta-analyses were used for the literature review. The research team critically analysed, finalised, and deliberated on the significance of the SLR. Out of the 220 papers initially considered, 28 met the specific criteria for adjustment and inclusion/exclusion.

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Section: Discussionmentioning

confidence: 99%

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Zhang,

Binti Mohamed,

Liu

2024

Int. J. Interact. Mob. Technol.

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“…This collaborative learning allows students to work in groups, and each member contributes knowledge, experience, ideas, attitudes, points of view, skills, and understanding among all members. Based on rational theories about inquiry-based learning approaches developed by Armah et al (2023), learning must provide teaching to students to be able to identify problems and classify phenomena, processes, skills, and knowledge in a certain way. Learning is the process of building knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The use of virtual laboratories provides experiences to develop students' active, reflective, thinking, and creativity skills (Hao et al, 2021). So virtual labs are designed to be effective and studentcentered (Armah et al, 2023). Despite the unfortunate disruption of the COVID-19 pandemic, teachers and universities were "forced" to change their teaching methods.…”

Section: Introductionmentioning

confidence: 99%

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

Susanti,

Tendra,

Siswati

et al. 2023

paperASIA

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This study aims to determine the effectiveness of using Virtual programming Lab software as a practicum tool in inquiry learning, collaboration, and increasing the ability of higher-order thinking skills (HOTS) students who take programming courses. Pseudo-experimental studies are designed with experimental and control groups. This research was attended by 35 first-semester students from the Pelita Indonesia Informatics Engineering Study Program. Quantitative methods are used to determine students' HOTS levels and their acceptance of the use of virtual programming labs as computer practicum tools. The data analysis technique used is the Kolmogrof Smirnov technique. For inquiry-based collaborative learning using 7 stages of learning. The effectiveness of virtual programming with collaborative inquiry learning through HOTS questions is tested with the N-gain test. Based on the findings, it is stated that virtual programming applications with collaborative inquiry learning in programming courses are quite effective in improving students' higher-order thinking skills with an average N Gain of 60%. The ability of students to do HOTS questions in C4, C5, and C6 has increased after post-tests in experimental classes.

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College students’ satisfaction with online teaching during the COVID-19 pandemic: Evidence from Hubei Province, China

Huang,

Xiong,

Liu

et al. 2024

Heliyon

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Modelling the role of learner presence within the community of inquiry framework to determine online course satisfaction in distance education

Cited by 6 publications

References 56 publications

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

A Systematic Literature Review on the Relationships between Social Presence, Learning Satisfaction and Persistence in Online Learning

Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World

College students’ satisfaction with online teaching during the COVID-19 pandemic: Evidence from Hubei Province, China

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