Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation

KİLİS S., YILDIRIM Z.

COMPUTERS & EDUCATION, vol.126, pp.53-64, 2018 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 126
  • Publication Date: 2018
  • Doi Number: 10.1016/j.compedu.2018.06.032
  • Journal Name: COMPUTERS & EDUCATION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.53-64
  • Keywords: Communities, Design of distance learning systems, Improving classroom teaching, Pedagogical issues, LEARNING PRESENCE, SOCIAL PRESENCE, COGNITIVE PRESENCE, THEORETICAL FRAMEWORK, ONLINE DISCUSSIONS, STUDENTS, MODEL, FACEBOOK, COURSES, ENVIRONMENTS
  • Middle East Technical University Affiliated: Yes

Abstract

Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online through Survey Monkey and then analyzed with descriptive and inferential statistics using multiple linear regression analysis through SPSS version 23 statistical software. The findings notably revealed that self-regulation, metacognition, and motivation significantly contributed to the prediction of community of inquiry and its three presence types. The findings highlighted the importance of self-regulation for overall community of inquiry and its three presence types due to its significantly valuable contribution. This study resulted in a new tentative model, adding a new construct of regulatory presence, addressing learners' self-regulation. Further research could concentrate on this new tentative model in addition to the new construct.