Exploring Relationships Between Undergraduate Students' Metacognition, Presence, and Engagement in Online Community of Inquiry (Poster 3)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Technology, Instruction, Cognition, and Learning (TICL) Poster Session

Abstract

The purpose of this study was to examine relationships between the Community of Inquiry (CoI) presences (cognitive, teaching and social), shared metacognition (individual and group) and online student engagement (OSE) (skills, emotional, participation, and performance) in the online courses. The results revealed that there were positive relationships between the CoI presences, shared metacognition and engagement except the relationship between perceived performance engagement, teaching and social presences. There was no relationship between individual metacognition and social presence. Similarly, no relationships were found between group metacognition and performance engagement. The findings can help educators and practitioners in understanding how to effectively design online courses to follow the principles of CoI, shared metacognition and online student engagement within the CoI.

Authors

• Larisa A. Olesova, University of Florida

• Ayesha Sadaf, University of North Carolina - Charlotte

• Weijian Yan, Idaho State University