Article
Psychology, Multidisciplinary
Yang Wang, Li Zhao, Shusheng Shen, Wenli Chen
Summary: This study constructed a reliable teaching presence measurement framework based on the Community of Inquiry theory, and demonstrated its effectiveness in online teaching through item analysis, exploratory factor analysis, and confirmatory factor analysis.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Yang Wang, David Stein, Shusheng Shen
Summary: There are differences in how students and teachers perceive online teaching presence, particularly in facilitating discourse. Students consider facilitating discourse more important than direct instruction, while teachers have the opposite view. This divergence poses a challenge for teachers in engaging students in learning.
DISTANCE EDUCATION
(2021)
Article
Education & Educational Research
Xiuyu Chen, Shihui Feng
Summary: This study examined the relationships between social presence and teaching presence indicators in video-based learning (VBL). The findings revealed significant associations between teaching presence and social presence, which can have implications for teaching practice and course design in VBL.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2023)
Article
Education & Educational Research
Yining Zhang, Chin-Hsi Lin
Summary: This study extends the CoI framework and SRL theory by exploring the relationships among existing variables and learning outcomes in K-12 online learning. It is found that learning presence plays a significant role in translating online-learning perceptions into cognitive and affective learning outcomes, with mentor presence positively predicting online SRL strategy. The study also establishes a connection between the CoI model and indicators of K-12 online learning success, highlighting important differences between outcome models.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2021)
Article
Education & Educational Research
Ghada ElSayad
Summary: This study examines the statistical structure of the extended community of inquiry (COI) framework and explores the relationships between its dimensions using confirmatory factor analysis. The findings reveal strong correlations between the learning presence and the classic COI dimensions, especially cognitive presence. Furthermore, the study shows significant positive relationships between learning presence and cognitive presence as well as social presence.
EDUCATION AND INFORMATION TECHNOLOGIES
(2023)
Article
Psychology, Multidisciplinary
Wei Zhang, Chang Zhu
Summary: In this study, we further develop the Community of Inquiry model by integrating a complementary institutional presence. We designed a questionnaire with five presences and 73 questions, and collected 762 responses from five universities. Statistical analysis including factor analysis and structural equation model was conducted to investigate the correlations between institutional presence and other presences in the new model. The results indicate that the generated model is acceptable and fits well with the data.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Multidisciplinary Sciences
Whitney DeCamp, Brian Horvitz, Regina L. Garza Mitchell, Megan Grunert Kowalske, Cherrelle Singleton
Summary: Online learning in higher education, especially in STEM fields, has been increasing. The COVID-19 pandemic has accelerated the growth of online learning as colleges and universities seek ways to continue educating students while ensuring their safety. Many college faculty and instructors, including those in STEM fields, have transitioned to teaching online for the first time. This study develops a tool for instructors to report their instructional techniques and practices and analyzes data from 251 instructors to better understand specific practices, focusing on discussion facilitation.
Article
Psychology, Educational
Yamei Zhang, Yuan Tian, Liangshuang Yao, Changying Duan, Xiaojun Sun, Gengfeng Niu
Summary: This study examined the effect of teaching presence on cyberloafing and its underlying mechanisms. The results showed that teaching presence was negatively associated with cyberloafing. Social presence, cognitive presence, and lack of attention mediated this relationship, with negative sequential mediating effects. Normative influence further exacerbated the negative effects of cognitive presence and lack of attention, as well as the positive effect of social presence on cyberloafing.
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2022)
Article
Education & Educational Research
Pengyue Guo, Nadira Saab, Lin Wu, Wilfried Admiraal
Summary: Project-based learning engages students in knowledge acquisition, application, and construction through artefact development. This study characterized college students' social and cognitive presences in online PjBL and examined how presence was related to their academic performance. Results showed that certain components and sub-components of students' social presence, and levels and sub-levels of their cognitive presence were positively associated with their academic performance.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2021)
Article
Education & Educational Research
Zhonggen Yu, Ming Li
Summary: This study analyzes the framework of Community of Inquiry (CoI) in online learning contexts through qualitative and quantitative research methods. The findings suggest that teaching presence, social presence, cognitive presence, metacognition, and self-efficacy play important roles in the CoI framework. The study also explores the top authors, sources, organizations, and countries in this field and establishes citation networks. Future research could focus on motivating educational institutes and educators to change traditional educational methods and the inclusion of metacognition and self-efficacy in the CoI framework.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Education & Educational Research
Holly Fiock, Yukiko Maeda, Jennifer C. Richardson
Summary: The study utilized the constructs of social, cognitive, and teaching presence to investigate the Community of Inquiry framework as a theoretical model of online learning. Findings revealed significant differences in teaching presence scores among instructors teaching the same course sections in two online courses.
INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING
(2021)
Article
Chemistry, Multidisciplinary
Yu-Chen Kuo, Ching-Bang Yao, Zhe-Yu Wu
Summary: This study investigates a peer mentoring model for programming language learning through an online platform. The results indicate that this model significantly improves learning achievements and enhances positive attitudes towards programming languages.
APPLIED SCIENCES-BASEL
(2022)
Article
Psychology, Multidisciplinary
Chunrong Bao, Lawrence Jun Zhang, Helen R. Dixon
Summary: This study investigated the self-efficacy of a Chinese as a Foreign Language (CFL) teacher using online platforms, finding that the teacher's efficacy beliefs in personal capability, project management, and student engagement varied at different levels, influenced by a combination of external and internal factors.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Multidisciplinary
Yui-yip Lau, Yuk Ming Tang, Ka Yin Chau, Lina Vyas, Andres Sandoval-Hernandez, Simon Wong
Summary: The COVID-19 pandemic has significantly impacted the pedagogy and learning experience of students in Hong Kong's sub-degree education sector, leading to a reliance on online learning. Research findings show that network speed has a decisive influence on students' perceived cognitive, social, and teaching presence, while factors such as gender and academic disciplines do not create significant differences in these presences.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Multidisciplinary Sciences
Justice Kofi Armah, Brandford Bervell, Nana Osei Bonsu
Summary: This study investigated the predictive relationships among teaching presence, cognitive presence, social presence, and learner presence in the Community of Inquiry framework for online course satisfaction. A survey was conducted with 347 postgraduate students to collect data on an online database course. The study used Partial Least Squares Structural Equation Modeling to validate the predictive relationships among the presences and online course satisfaction. Results showed significant predictive relationships between learner presence and the other presences, as well as between social presence and cognitive presence, and social presence and teaching presence. Online course satisfaction was predicted by social presence and teaching presence. The study suggests that institutions should develop strategies to promote social presence and teaching presence for online course satisfaction, and that online courses should be designed to be learner-centered to attract learner presence.
Article
Education, Scientific Disciplines
Emma Riese, Stefan Stenbom
Summary: This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming (CS1). The students' perceptions of their instructors' and teaching assistants' (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored. Findings show that laboratory assignments were seen as a learning opportunity, exams were viewed as predictable, and projects were perceived as authentic but varied in difficulty. Students perceived the instructors as having an influence on the course, while TAs were seen as carrying out the assessments, with variations between TAs. Female students experienced these variations more significantly and perceived received feedback as less useful.
IEEE TRANSACTIONS ON EDUCATION
(2023)
Article
Computer Science, Cybernetics
Jan Gulliksen, Joakim Lillieskold, Stefan Stenbom
Summary: This article describes and analyzes the impact and transformation of digitalization on the digital work environment in higher education following the pandemic. The analysis of five phases reveals that the future implications heavily depend on management support, technological support, cultural effects, pedagogical development, and the psychological well-being of staff and students.
INTERACTING WITH COMPUTERS
(2022)
Article
Education & Educational Research
Stefan Hrastinski, Stefan Stenbom, Simon Benjaminsson, Malin Jansson
Summary: This study aimed to identify commonly used question types in online tutoring and explore their effects on conversation intensity, tutoring approach, perceived satisfaction, and perceived learning. The results showed that a mix of open and closed questions used by tutors contributed to increased conversation intensity, but not all question types had significant effects on satisfaction or learning.
INTERACTIVE LEARNING ENVIRONMENTS
(2021)
Proceedings Paper
Education, Scientific Disciplines
Emma Riese, Stefan Stenbom
2020 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE 2020)
(2020)
Article
Education & Educational Research
Norman Vaughan, Aline Reali, Stefan Stenbom, Marieta Jansen Van Vuuren, David MacDonald
Article
Education & Educational Research
Stefan Stenbom, Stefan Hrastinski, Martha Cleveland-Innes
Article
Education & Educational Research
Stefan Stenbom, Malin Jansson, Annelie Hulkko
INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING
(2016)
Review
Education & Educational Research
Stefan Stenbom
INTERNET AND HIGHER EDUCATION
(2018)
Article
Education & Educational Research
Stefan Hrastinski, Martha Cleveland-Innes, Stefan Stenbom
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
(2018)
Article
Education & Educational Research
Stefan Hrastinski, Stefan Stenbom
INTERNET AND HIGHER EDUCATION
(2013)
Article
Education & Educational Research
J. B. Buckley, A. K. Thompson, T. R. Tretter, C. Bieseckera, B. S. Robinson, A. N. Hammond
Summary: This study examines a HyFlex engineering fundamentals course with almost 500 first year students, using focus groups, open-ended survey questions, and course observational data. The findings highlight the importance of considering the joint dynamics of teaching, social, and cognitive presence unique to HyFlex environments in promoting learning and belonging. Implications include strategies such as utilizing the CoI framework, interactive tools to facilitate student engagement, and opportunities for live student questions, particularly with audio capability.
INTERNET AND HIGHER EDUCATION
(2024)
Article
Education & Educational Research
Robert J. Weijers, Bjorn B. de Koning, Ester Scholten, L. Y. J. Wong, Fred Paas
Summary: Asking questions is important for learning, but students rarely do so. This study examines the effect of nudging in online classrooms to encourage question asking behavior, student engagement, and grades. The findings suggest that the prompt nudge can be an effective tool to encourage questions in the online classroom, while the goal-setting nudge had no significant effect.
INTERNET AND HIGHER EDUCATION
(2024)
Article
Education & Educational Research
Peipei Mao, Zhihui Cai, Zhikeng Wang, Xin Hao, Xitao Fan, Xiaojun Sun
Summary: This study investigated the effects of dynamic feedback and static feedback on students' learning using an educational programming game. The results showed that dynamic feedback, adjusted to the task difficulty levels, was more effective in enhancing students' learning achievement and gaming engagement. Furthermore, providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement.
INTERNET AND HIGHER EDUCATION
(2024)
