College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective
IntroductionThis study examined the significant differences in Chinese college students’ learning perceptions and outcomes between the “quasi smart” and smart classrooms under the perspective of the community of inquiry (CoI) framework.MethodsThe participants were 275 freshmen students who took the...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1047027/full |
| _version_ | 1811320481404420096 |
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| author | Yan Hu Jinyan Huang Fanzhe Kong |
| author_facet | Yan Hu Jinyan Huang Fanzhe Kong |
| author_sort | Yan Hu |
| collection | DOAJ |
| description | IntroductionThis study examined the significant differences in Chinese college students’ learning perceptions and outcomes between the “quasi smart” and smart classrooms under the perspective of the community of inquiry (CoI) framework.MethodsThe participants were 275 freshmen students who took the “college physics” hybrid course in the spring of 2022 at a four-year university in central China. Data were collected from the CoI survey, a follow-up focus group interview with ten randomly selected student participants, and a semi-structured interview with the instructor.Results and discussionThe results indicated that the students’ perceptions of the teaching, social, and cognitive presences were significantly higher in the smart classroom than in the “quasi smart” classroom; further, students in the smart classroom achieved significantly higher course marks than those in the “quasi smart” classroom. The pros and cons of these two different classroom environments were identified by the participating students and their course instructor. |
| first_indexed | 2024-04-13T13:00:16Z |
| format | Article |
| id | doaj.art-06a86d6a5d754dcb85850e4a29bfa2fa |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T13:00:16Z |
| publishDate | 2022-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-06a86d6a5d754dcb85850e4a29bfa2fa2022-12-22T02:45:56ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-12-011310.3389/fpsyg.2022.10470271047027College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspectiveYan Hu0Jinyan Huang1Fanzhe Kong2School of Education, South-Central Minzu University, Wuhan, Hubei, ChinaSchool of Teacher Education, Jiangsu University, Zhenjiang, ChinaSchool of Education, South-Central Minzu University, Wuhan, Hubei, ChinaIntroductionThis study examined the significant differences in Chinese college students’ learning perceptions and outcomes between the “quasi smart” and smart classrooms under the perspective of the community of inquiry (CoI) framework.MethodsThe participants were 275 freshmen students who took the “college physics” hybrid course in the spring of 2022 at a four-year university in central China. Data were collected from the CoI survey, a follow-up focus group interview with ten randomly selected student participants, and a semi-structured interview with the instructor.Results and discussionThe results indicated that the students’ perceptions of the teaching, social, and cognitive presences were significantly higher in the smart classroom than in the “quasi smart” classroom; further, students in the smart classroom achieved significantly higher course marks than those in the “quasi smart” classroom. The pros and cons of these two different classroom environments were identified by the participating students and their course instructor.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1047027/fullsmart classroom“quasi smart” classroomlearning perceptionslearning outcomescommunity of inquiry (CoI) framework |
| spellingShingle | Yan Hu Jinyan Huang Fanzhe Kong College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective Frontiers in Psychology smart classroom “quasi smart” classroom learning perceptions learning outcomes community of inquiry (CoI) framework |
| title | College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective |
| title_full | College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective |
| title_fullStr | College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective |
| title_full_unstemmed | College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective |
| title_short | College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective |
| title_sort | college students learning perceptions and outcomes in different classroom environments a community of inquiry perspective |
| topic | smart classroom “quasi smart” classroom learning perceptions learning outcomes community of inquiry (CoI) framework |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1047027/full |
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