Akademik Veri Yönetim Sistemi
12th ICITS-International Computer & Instructional Technologies Symposium, İzmir, Türkiye, 2 - 04 Mayıs 2018, ss.345-346
Community of Inquiry (CoI) theoretical lens provides a coherent perspective to study dynamics of cognitive and social presence with the binding function of teaching presence. Collecting data through online readiness scale, CoI scale, observations and semi-structured interviews in multiple cases, this study focused on students’ perceptions of CoI’s three components (cognitive, social and teaching) in synchronous phases of two similar online graduate level lecture-based courses taught by the same instructor. There were 9 (M = 5, F =4) students in group I and 25 (M = 24, F = 1) students in group II. Due to irregular participation patterns of students, though the main participants were all students participated in synchronous sessions, the interviewees were those who were present in mostly all synchronous sessions, 4 from group I (F = 4) and 5 from group II (M = 4, F =1). The main teaching method were lecture-based instruction enhanced by direct instruction indicators of CoI’s teaching presence component, especially asking content related discussion questions, giving feedback, summarizing main points. The triangulation of observed and perceived data reveals students’ cognitive and social presence levels by considering their online readiness levels comprising of motivation, Internet self-efficacy, online communication self-efficacy, learner control, and self-directed learning dimensions. Goal orientation was also determined as an important factor to interpret cognitive and social presence levels of students. Results reveals adequacy of the teaching presence component to enhance social and cognitive presence and also manifest suggestions to further develop lecture based online courses.