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Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis
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...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Springer US
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9709371/ https://www.ncbi.nlm.nih.gov/pubmed/36465421 http://dx.doi.org/10.1007/s10639-022-11480-z |
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author | ElSayad, Ghada |
author_facet | ElSayad, Ghada |
author_sort | ElSayad, Ghada |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-9709371 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-97093712022-11-30 Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis ElSayad, Ghada Educ Inf Technol (Dordr) Article 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. Springer US 2022-11-30 2023 /pmc/articles/PMC9709371/ /pubmed/36465421 http://dx.doi.org/10.1007/s10639-022-11480-z Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article ElSayad, Ghada Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title | Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title_full | Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title_fullStr | Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title_full_unstemmed | Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title_short | Can learning presence be the fourth community of inquiry presence? Examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
title_sort | can learning presence be the fourth community of inquiry presence? examining the extended community of inquiry framework in blended learning using confirmatory factor analysis |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9709371/ https://www.ncbi.nlm.nih.gov/pubmed/36465421 http://dx.doi.org/10.1007/s10639-022-11480-z |
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