Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course
This study explored students’ perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design cour...
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| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2022-12-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3474 |
| _version_ | 1797327667259768832 |
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| author | Ayesha Sadaf Stella Yun Kim Larisa Olesova |
| author_facet | Ayesha Sadaf Stella Yun Kim Larisa Olesova |
| author_sort | Ayesha Sadaf |
| collection | DOAJ |
| description | This study explored students’ perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected through CoI survey instrument and shared metacognition questionnaire online survey.The findings revealed that students perceived cognitive presence is higher and less variable among three online presences and metacognition in online CBI. The correlation between two interdependent dimensions of metacognition (self-regulation and co-regulation) was significantly high. Also, co-regulation showed stronger relationships with the three online presences (social, teaching, and cognitive) than self-regulation. Additionally, social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence. These results suggest that students with higher perceived social presence tend to have high metacognition. However, students with higher perceived teaching presence are relatively less likely (or unlikely) to have higher metacognition as teaching presence was found to be the most variable among students, which means that teaching presence was perceived differently.
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| first_indexed | 2024-03-08T06:41:49Z |
| format | Article |
| id | doaj.art-044f09413462438e99c87719eebb3c41 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:41:49Z |
| publishDate | 2022-12-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-044f09413462438e99c87719eebb3c412024-02-03T08:36:24ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302022-12-0126410.24059/olj.v26i4.3474Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based CourseAyesha Sadaf0Stella Yun Kim1Larisa Olesova2University of North Carolina CharlotteUniversity of North Carolina CharlotteGeorge Mason UniversityThis study explored students’ perceived metacognition (self-regulation and co-regulation) in relation to the online presence within the Community of Inquiry (CoI) framework in an online case-based instruction (CBI) course. Forty-seven online graduate students enrolled in an instructional design course participated in the study. Data were collected through CoI survey instrument and shared metacognition questionnaire online survey.The findings revealed that students perceived cognitive presence is higher and less variable among three online presences and metacognition in online CBI. The correlation between two interdependent dimensions of metacognition (self-regulation and co-regulation) was significantly high. Also, co-regulation showed stronger relationships with the three online presences (social, teaching, and cognitive) than self-regulation. Additionally, social presence demonstrated the strongest association with both self-regulation and co-regulation, followed by cognitive presence. These results suggest that students with higher perceived social presence tend to have high metacognition. However, students with higher perceived teaching presence are relatively less likely (or unlikely) to have higher metacognition as teaching presence was found to be the most variable among students, which means that teaching presence was perceived differently. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3474Online Case-Based InstructionMetacognitionCommunity of InquirySelf-RegulationCo-Regulation |
| spellingShingle | Ayesha Sadaf Stella Yun Kim Larisa Olesova Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course Online Learning Online Case-Based Instruction Metacognition Community of Inquiry Self-Regulation Co-Regulation |
| title | Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course |
| title_full | Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course |
| title_fullStr | Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course |
| title_full_unstemmed | Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course |
| title_short | Relationship Between Metacognition and Online Community of Inquiry in an Online Case-Based Course |
| title_sort | relationship between metacognition and online community of inquiry in an online case based course |
| topic | Online Case-Based Instruction Metacognition Community of Inquiry Self-Regulation Co-Regulation |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3474 |
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