What is learning presence and what can it tell us about success in learning online?

Wertz, Ruth E. H.

doi:10.1109/fie.2014.7044246

Cited by 6 publications

(23 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Motivation refers to students' activation and persistence in a selected behaviour as well as their belief in their skills to persist or try to develop strategies for a given situation (Bandura, 1977). The behaviour sub-dimension reflects student usage of self-regulation behaviours, while the development subdimension describes students' intellectual development process which is an explicit indicator of their self-regulation abilities (Wertz, 2014(Wertz, , 2022. The findings showed positive and significant correlation and path coefficient estimates between LP and COI presences.…”

Section: The Extended Coi Frameworkmentioning

confidence: 88%

“…The extended COI framework includes LP with the three classic COI counterparts (Shea & Bidjerano, 2010Wertz, 2014Wertz, , 2022. The LP dimension was firstly introduced by Shea and Bidjerano (2010) to describe students' self-regulation process in online and blended learning environments.…”

Section: The Extended Coi Frameworkmentioning

confidence: 99%

“…Furthermore, and used the self-regulation subdimensions (namely, environmental structuring, goal Setting, time management, help-seeking, task strategies, self-evaluation, forethought/planning, monitoring, and strategy use) to examine the correlation between LP and COI presences in online and blended learning environments, and indicated positive and significant correlations. Wertz (2014Wertz ( , 2022 argued that LP comprises three sub-dimensions: motivation, behaviour, and development. Motivation refers to students' activation and persistence in a selected behaviour as well as their belief in their skills to persist or try to develop strategies for a given situation (Bandura, 1977).…”

Section: The Extended Coi Frameworkmentioning

confidence: 99%

“…It has an important role in explaining students' learning experience as it reflects students' systematic effort to direct thoughts, emotions, and behaviours for managing their learning process and achieving desired outcomes (Cho & Heron, 2015;Zimmerman, 2002;Zimmerman & Schunk, 2011). Drawn from this perspective, literature introduced learning presence (LP) as a fourth presence of the COI framework to reflect online students' self-regulation process (Shea & Bidjerano, 2010Wertz, 2014Wertz, , 2022. Furthermore, previous studies emphasised the significant role of integrating learning presence with the classic COI presences in developing a successful blended learning environment (Shea & Bidjerano, 2010Traver et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Self-regulation was found to have a significant influence on online students' intellectual learning (Eom & Ashill, 2018). According to this, Wertz (2014Wertz ( , 2022 argued that LP comprises motivational, behavioural, and development dimensions which are integrated to reflect online students' self-regulation process.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis

El-Sayad

2022

Educ Inf Technol

View full text Add to dashboard Cite

Researchers continue to extend the community of inquiry (COI) framework, highlighting its utility in online and blended learning environments for providing a successful learning experience. Recent studies have added the learning presence dimension to the classic COI framework which contains teaching, social, and cognitive presences, to represent online students’ traits of self-regulation. However, there is a need to examine whether this additional presence structurally represents relationships with other COI presences. Attempting to fill this gap, this study examines the statistical structure of the extended COI framework (integrating the classic COI presences with the additional learning presence) as well as the structural path between the four presences, using confirmatory factor analysis (CFA). Data were collected from 205 undergraduate students who were enrolled in blended courses during the COVID-19 pandemic. Study findings revealed that learning presence has strong correlations with the classic COI counterparts, especially cognitive presence. Furthermore, learning presence has significant positive relationships with cognitive presence and social presence. Overall, the validity and reliability of the extended COI framework (which integrates the classic COI presences with the additional learning presence) had been proven in this study. This study contributes to the literature by providing a comprehensive framework of the extended COI framework, proving their multi-dimensionality and inter-relationality.

show abstract

Section: The Extended Coi Frameworkmentioning

confidence: 88%

Section: The Extended Coi Frameworkmentioning

confidence: 99%

Section: The Extended Coi Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis

El-Sayad

2022

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

Higher education students’ learning perception in the blended learning community of inquiry

ElSayad

2023

J. Comput. Educ.

View full text Add to dashboard Cite

Scholars have asserted that the community of inquiry framework is a robust framework in which teaching presence, social presence, and cognitive presence integrate to attain successful learning experiences. Therefore, researchers have shown a growing interest in extending it by adding learning presence to reflect students’ self-regulation practices in online and blended learning environments, which is important in such learning environments. Despite this, there is an ongoing debate about whether the additional presence is structurally related to the existing community of inquiry counterparts. Furthermore, empirical evidence is required to investigate the contribution of the extended community of inquiry framework to fostering students’ learning experiences. Attempting to fill these gaps, this study examines the structural relationships among the extended community of inquiry components and investigates their impacts on students’ learning perceptions (as an outcome). This study’s data were collected from 198 students enrolled in courses taught using the blended learning approach. The results of structural equation modelling revealed that students’ learning presence is significantly influenced by teaching presence and social presence. Moreover, students’ cognitive presence is significantly influenced by the social presence and learning presence. Learning presence was found to be the most important driver of students’ learning perceptions. Furthermore, many significant mediation roles of social presence, learning presence, and cognitive presence were statistically proven. This study provides the literature with deep insights into the extended community of inquiry framework. Moreover, its findings provide practitioners with a better understanding of how to conduct a well-designed blended learning community of inquiry that fosters students’ learning perceptions.

show abstract

Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and Success

Bradshaw-Ward

View full text Add to dashboard Cite

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.

show abstract

What is learning presence and what can it tell us about success in learning online?

Cited by 6 publications

References 17 publications

Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis

Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis

Higher education students’ learning perception in the blended learning community of inquiry

Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and Success

Contact Info

Product

Resources

About