How the COI Framework Explains the Online Discussion Patterns in a Flipped Course

Autor/inn/en	Southam, Ashleigh; Zhang, Han; Cao, Ruoqi; Fanguy, Mik; Costley, Jamie
Titel	How the COI Framework Explains the Online Discussion Patterns in a Flipped Course
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 6, S.848-860 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Southam, Ashleigh) ORCID (Zhang, Han) ORCID (Fanguy, Mik) ORCID (Costley, Jamie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2130392
Schlagwörter	Foreign Countries; Graduate Students; Flipped Classroom; English (Second Language); Learning Experience; Student Behavior; Science Instruction; Writing Instruction; Social Behavior; Thinking Skills; Teacher Effectiveness; Communities of Practice; Student Attitudes; Teacher Student Relationship; Computer Mediated Communication; Student Participation; Group Discussion; Peer Relationship; South Korea + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Flipped classrooms; Flip teaching; Inverted teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Student behaviour; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schreibunterricht; Social behaviour; Soziales Verhalten; Denkfähigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Community; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendiskussion; Peer-Beziehungen; Korea; Republik
Abstract	This preliminary study aims to understand how social presence, cognitive presence, and teaching presence in the Community of Inquiry framework (CoI) might explain online interactions on a discussion forum in a 10-week course. Online questionnaires were used to report students' levels of social presence, cognitive presence, and teaching presence. The results of the questionnaire were correlated with the amount of student online participation measured by the number of discussions created and replies to posts in an online forum. The results showed that cognitive presence was positively associated with the number of discussions created, while social presence and teaching presence was not. The findings suggest that improving cognitive presence may increase the number of online discussions initiated, but was not correlated with continuing discussion in the forum. The present study helps shed light on how the elements of CoI interact differently with student online behaviours of discussions initiated and follow-up posts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01