Examining the Relationship between Learners’ Epistemic Beliefs and Perceptions of Online Learning

• In Event: DDL - Student Perceptions

Short Description

The study examined the relationship between learners’ epistemic beliefs and their perceived teaching presence, social presence and cognitive presence in an online class. Through multiple linear regression models with cognitive presence as a criterion variable and proxy of perceived learning, the study found that epistemic beliefs impacted learners’ perceived cognitive presence both directly and indirectly through interaction with teaching presence. Theoretical and practical implications will be discussed in the presentation.

Authors

• Kun Huang, Mississippi State University

• Victor Law, University of New Mexico

• Sang Joon Lee, Mississippi State University