ABSTRACT
The education sector was severely impacted due to the pandemic;thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students' engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students' engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested. © The Authors.
ABSTRACT
This quasi-experimental study aimed to examine students’ community of inquiry perceptions through online learning activities designed based on the community of inquiry model. The participants of the study consisted of 81 freshmen enrolled in two different departments of a Turkish state university. The process for the experimental procedure was carried out as part of the Information Technologies course. Due to the COVID-19 pandemic, the research process was carried out with synchronous distance education. While the control group received instruction through direct instruction and question/answer technique, the experimental group received instruction based on the community of inquiry model. For data collection, a demographic information form and the community of inquiry scale were administered. According to the results, students in the experimental group had significantly higher scores in terms of cognitive and teaching presence compared with the students in the control group. On the other hand, no significant difference was observed between the groups in terms of their social presence scores. Overall, the students in the experimental group had higher community of inquiry score than the students in the control group.
ABSTRACT
Purpose While blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence, the present study aims to explore first-year university students' perceptions of wholly blended learning during the pandemic, through the three constructs in the community of inquiry (CoI) instrument, namely teaching, social and cognitive presences (CPs). Design/methodology/approach Survey data (N = 449) were collected from the 2020 Fall Cohort in Hong Kong for quantitative analysis. Reliability and validity of the CoI model is examined, followed by correlation and independent-samples t-tests. Findings First-year students perceived overall low teaching, social and CPs with social presence (SP) scoring the highest. Findings also indicated that teaching presence (TP) significantly determined CP and SP;SP was a mediating variable in CoI. Students' gender and prior learning experience (online/blended) were not associated with perceptions of presences. Practical implications Students today are more familiar with technology-based communication, and staying up to date in educational technology is crucial for teachers. Trainings in online teaching should be provided to teachers. Also, interactive technology should focus on improving peer interaction. Originality/value The proposed study is novel in that it used the CoI model among first-year students in Hong Kong during the pandemic. Findings are valuable to higher education in understanding students' perception of bended learning and in addressing issues.
ABSTRACT
Since the interruption of face-to-face classes due to the COVID-19 pandemic, Higher Education institutions adapted their courses to a virtual format in order to serve students during the contingency. This work analyzes, through a systematic review of a twenty-four-article corpus, which study the pedagogical models adopted by such Institutions in Ibero-America. The reviewed works have been published between 2020 and 2021, and analyze the implications of reorganizing the teaching-learning processes, based on the framework of the Community of Inquiry model. The results show that a high percentage of the research focuses on Teaching presence, especially in the educational and organizational design, and much less focuses on Cognitive presence, and a limited production on the Social presence dimension and the analysis of indicators that reinforce learning. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.