Exploring Undergraduate Students' Perceptions of Online Presence and Metacognition in Asynchronous Online Courses

• In Event: Spotlighting Presence Within Online Learning Environments

Abstract

This study examined students’ perceived metacognition and online presence within the Community of Inquiry (CoI) framework in online courses. Forty students participated in this study. Data were collected through the CoI survey instrument and shared metacognition questionnaire. The findings revealed students rated teaching presence as the highest while social presence was the lowest among three presences. Students rated individual metacognition higher than group metacognition. Students identified readings, discussions and application activities as the most contributing course elements to their critical thinking. Students shared that instructor’s feedback was the most encouraging facilitation technique for critical thinking. The findings of this study will be helpful for researchers and practitioners who design and teach asynchronous online courses for undergraduate students to promote metacognition.

Authors

• Larisa A. Olesova, University of Florida
  Presenting Author

• Ayesha Sadaf, University of North Carolina - Charlotte
  Presenting Author