Role of Epistemic Beliefs in an Online Community of Inquiry

• In Event: Poster Session 5
  In Poster Session: Exploring Affordances of Design and Technology in Education

Abstract

By examining learners’ epistemic beliefs and perceived teaching presence, social presence and cognitive presence in an online class, this study investigated the role of epistemic beliefs in the Community of Inquiry framework. Through multiple linear regression models with cognitive presence as a criterion variable, the study found that epistemic beliefs did not directly influence cognitive presence. Rather, the beliefs exerted influence on cognitive presence through their interaction with learners’ perceived teaching presence. Theoretical and practical implications are suggested based on the findings.

Authors

• Kun Huang, Mississippi State University

• Victor Law, University of New Mexico

• Sang Joon Lee, Mississippi State University