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Re-evaluation of community of inquiry model with its metacognitive presence construct
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Colombo, Sri Lanka.
University of Colombo, Sri Lanka.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2012 (English)In: The International Journal on Advances in ICT for Emerging Regions, ISSN 1800-4156, Vol. 5, no 4, 1-13 p.Article in journal (Refereed) Published
Abstract [en]

Among the discussion-content analytical tools in the field of e-learning research, the community of inquiry (CoI) model is extensively applied and continuously improved by its users. This model investigates the types of elements that are manifested through inquiry-based learning processes in online discussions. They are social, cognitive, teaching and metacognitive presences. These elements are essential for meaningful student interactions to take place in online learning environments. In particular, the metacognitive presence construct of the CoI model discovers the students’ ability of self and co-regulation of learning in an online learning environment. However, the metacognitive presence construct of the CoI model has not been evaluated along with the other components of the model. Therefore, in this paper the CoI model was re-evaluated to determine its reliability in analysing discussions in online courses on information technology related subjects. The evaluation is conducted with four online courses designed and developed for a distance learning programme in Sri Lanka. The paper discusses the modifications that were needed to make the model more applicable for conducting discussion-content analysis in similar types of online learning environments, and reports on the results of the final evaluation. Furthermore, the findings of the study imply that the theoretical framework of the CoI model needs to be improved to properly enclose the metacognitive presence component. In spite of this, the study adds points to the CoI model supporting for its well applicability and reliability in analysing online discussion content in information technology related courses.

Place, publisher, year, edition, pages
2012. Vol. 5, no 4, 1-13 p.
Keyword [en]
inquiry-based learning, reliability, social presence, cognitive presence, teaching presence, metacognitive presence
National Category
Information Systems Educational Sciences
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-86343DOI: 10.4038/icter.v5i4.6095OAI: oai:DiVA.org:su-86343DiVA: diva2:586647
Available from: 2013-01-12 Created: 2013-01-12 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
Open this publication in new window or tab >>Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an online course: individual learners and collaborative learners. Designing for learner satisfaction and learning effectiveness for both types of learners is challenging. In fact, previous research has noted that many online courses fail due to poor design. As a solution, researchers have identified instructional design principles that can guide the design of successful online courses. However, these principles lack detailed information to apply them in contexts different from where they had been identified. This consideration raises a question: how does one adapt the existing design principles to design online courses that promote both individual and collaborative learning, particularly in contexts where online courses are supposed to be conducted with minimal teacher support? In the present research, this question is addressed via two sub-research questions: (1) which course components and their design features can promote learners’ satisfaction, perceived learning, and learning effectiveness, and (2) which course components and their design features can stimulate inquiry-based learning and peer-teaching? The research was carried out in the field of educational design research with sets of students and instructional designers of a virtual learning environment prepared for a university-level degree programme in Sri Lanka. Referring to the findings of this research, the thesis discusses how to design online courses that promote both individual and collaborative learning. Further, based on the findings, the thesis presents a set of design principles and guidelines to promote both individual and collaborative learning in online courses that are on information technology related subjects and prepared for distance learning programmes.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm Univeristy, 2015. 214 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 15-008
Keyword
Design-Based Research, Design Experiments, Online Learning, Instructional Design, Design Principles, Design Guidelines, Individual Learning, Collaborative Learning, Inquiry-Based Learning, Peer-Teaching
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-114806 (URN)978-91-7649-110-2 (ISBN)
Public defence
2015-04-27, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Projects
SIDA Funded National e-Learning Centre Project at the University of Colombo School of Computing, Sri Lanka
Available from: 2015-04-01 Created: 2015-03-10 Last updated: 2015-04-23Bibliographically approved

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