Online Learning Students` Perceptions of the Community of Inquiry Based on Learning Outcomes and Demographic Variables / Opažanje istraživačke zajednice polaznika online tečaja utemeljeno na ishodima učenja i demografskim varijablama
Abstract
Abstract
The aim of the study is to investigate online learning students’ perceptions of the community of inquiry according to learning outcomes such as perceived learning, willingness to participate in online learning and satisfaction, demographic variables such as age, gender, department, previous online learning experience and learning approach. In the research cross-sectional survey method was used. The sample consisted of 277 undergraduate online learning students. The result showed a high level of positive correlation between social and cognitive (r=.751) and cognitive and teaching (r=.738) presence, and a medium level of positive correlation between social and teaching presence (r=.683) for online learning students. Teaching and cognitive presences were found to be important factors in terms of perceived learning, satisfaction and willingness to participate in online learning among online learning students. There were no significant differences between social, cognitive and teaching presence scores according to students’ gender, age, department and previous online learning experience.
Key words: cognitive presence; perceived learning; satisfaction; social presence; teaching presence.
---
Sažetak
Cilj je studije istražiti opažanje istraživačke zajednice polaznika online tečaja utemeljeno na ishodima učenja poput perceptivnog učenja, voljnosti i zadovoljstva, demografskih varijabli kao što su starosna dob, spol, odjel, prethodna iskustva s online učenjem, pristup online tečaju i pristupima učenju. U istraživanju je korištena presječna studija putem ankete. Sudionike istraživanja činilo je 277 online polaznika dodiplomskog studija. Kao rezultat je utvrđena visoka razina pozitivne korelacije između socijalne i kognitivne prisutnosti (r = .751), između kognitivne i nastavne prisutnosti (r = .738) i srednje razine pozitivne korelacije između socijalne i nastavne prisutnosti (r = .683) kod online polaznika. Ustanovljeno je da su podučavanje i kognitivna prisutnost online polaznika važni čimbenici u smislu perceptivnog učenja, zadovoljstva i voljnosti sudjelovanja u online učenju s ostalim učenicima. Prema spolu, odjelu i pristupu online tečaju nije bilo značajne razlike među rezultatima socijalne, kognitivne i nastavne prisutnosti.
Ključne riječi: kognitivna prisutnost; nastavna prisutnost; perceptivno učenje; socijalna prisutnost; zadovoljstvo.
The aim of the study is to investigate online learning students’ perceptions of the community of inquiry according to learning outcomes such as perceived learning, willingness to participate in online learning and satisfaction, demographic variables such as age, gender, department, previous online learning experience and learning approach. In the research cross-sectional survey method was used. The sample consisted of 277 undergraduate online learning students. The result showed a high level of positive correlation between social and cognitive (r=.751) and cognitive and teaching (r=.738) presence, and a medium level of positive correlation between social and teaching presence (r=.683) for online learning students. Teaching and cognitive presences were found to be important factors in terms of perceived learning, satisfaction and willingness to participate in online learning among online learning students. There were no significant differences between social, cognitive and teaching presence scores according to students’ gender, age, department and previous online learning experience.
Key words: cognitive presence; perceived learning; satisfaction; social presence; teaching presence.
---
Sažetak
Cilj je studije istražiti opažanje istraživačke zajednice polaznika online tečaja utemeljeno na ishodima učenja poput perceptivnog učenja, voljnosti i zadovoljstva, demografskih varijabli kao što su starosna dob, spol, odjel, prethodna iskustva s online učenjem, pristup online tečaju i pristupima učenju. U istraživanju je korištena presječna studija putem ankete. Sudionike istraživanja činilo je 277 online polaznika dodiplomskog studija. Kao rezultat je utvrđena visoka razina pozitivne korelacije između socijalne i kognitivne prisutnosti (r = .751), između kognitivne i nastavne prisutnosti (r = .738) i srednje razine pozitivne korelacije između socijalne i nastavne prisutnosti (r = .683) kod online polaznika. Ustanovljeno je da su podučavanje i kognitivna prisutnost online polaznika važni čimbenici u smislu perceptivnog učenja, zadovoljstva i voljnosti sudjelovanja u online učenju s ostalim učenicima. Prema spolu, odjelu i pristupu online tečaju nije bilo značajne razlike među rezultatima socijalne, kognitivne i nastavne prisutnosti.
Ključne riječi: kognitivna prisutnost; nastavna prisutnost; perceptivno učenje; socijalna prisutnost; zadovoljstvo.
Full Text:
PDFDOI: https://doi.org/10.15516/cje.v17i2.607
Refbacks
- There are currently no refbacks.