Enhancing Shared-Metacognition in Online Courses: The Role of Teaching Presence

• In Event: The Community of Inquiry Framework for Online Learning

Abstract

This study investigated the relationship between teaching presence and shared-metacognition (self- and co-regulation) in online courses. A total of 284 online students participated in the study. Data were collected using the teaching presence scale from the Community of Inquiry survey and a shared metacognition questionnaire. The findings revealed that students perceived course design as having a more positive impact on their learning experiences compared to facilitation and direct instruction. Regarding self-regulation, students were highly aware of their engagement and motivation levels, facilitating effective participation in online courses. Conversely, for co-regulation, students were attentive and responsive to their peers' contributions. Additionally, both course design and facilitation were significantly related to self-regulation, while facilitation was the only significant determinant of co-regulation.

Authors

• Ayesha Sadaf, University of North Carolina - Charlotte

• Sijia Zhang, University of North Carolina - Charlotte