Distinctions in Learning Environments and Self-Regulated Learning Viewed Through the Community of Inquiry Framework

• In Event: Instructional Technology SIG: Simulations, Games, Multimedia, and Mobile Learning

Abstract

This study of over 2000 US college students seeks to assess the adequacy of the Community of Inquiry framework (CoI) for describing and explaining differences in learning outcomes in hybrid and fully online learning environments. Hypothesizing that the CoI model’s theoretical constructs of presence reflect educational effectiveness in a variety of environments, and that online learner self regulation, a construct that we label as “learning presence” mediates relationships of the other components within the CoI model, this paper seeks evidence of whether students in online and blended courses rank them differently with regard to teaching, social, and cognitive presence contingent on their capacity to self regulate within these environments.

Authors

• Peter Shea, University at Albany - SUNY

• Temi Bidjerano, Furman University