Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education
The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to exam...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Athabasca University Press
2023-12-01
|
| Series: | International Review of Research in Open and Distributed Learning |
| Subjects: | |
| Online Access: | https://www.irrodl.org/index.php/irrodl/article/view/7005 |
| _version_ | 1797396923343175680 |
|---|---|
| author | Abbas Taghizade Esmaeil Azimi Hassan Mahmoodian Salman Akhash |
| author_facet | Abbas Taghizade Esmaeil Azimi Hassan Mahmoodian Salman Akhash |
| author_sort | Abbas Taghizade |
| collection | DOAJ |
| description |
The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teacher-made test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p < 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students.
|
| first_indexed | 2024-03-09T00:58:23Z |
| format | Article |
| id | doaj.art-47bb470dab034e408ff4b5b91c5706d5 |
| institution | Directory Open Access Journal |
| issn | 1492-3831 |
| language | English |
| last_indexed | 2024-03-09T00:58:23Z |
| publishDate | 2023-12-01 |
| publisher | Athabasca University Press |
| record_format | Article |
| series | International Review of Research in Open and Distributed Learning |
| spelling | doaj.art-47bb470dab034e408ff4b5b91c5706d52023-12-11T16:41:59ZengAthabasca University PressInternational Review of Research in Open and Distributed Learning1492-38312023-12-0124410.19173/irrodl.v24i4.7005Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher EducationAbbas Taghizade0Esmaeil Azimi1Hassan Mahmoodian 2Salman Akhash3Department of Educational Sciences, Farhangian University, Tehran, IranDepartment of Educational Sciences, Faculty of Humanities, Tarbiat Modares University (TMU), Jalal, TehranDepartment of Psychology, Faculty of Humanities and Social Sciences, Mazandaran University, Babolsar, IranDepartment of Educational Sciences, Farhangian University, Tehran, Iran The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teacher-made test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p < 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students. https://www.irrodl.org/index.php/irrodl/article/view/7005online educationflipped classroomcommunity of inquiryself-regulated learningteacher education |
| spellingShingle | Abbas Taghizade Esmaeil Azimi Hassan Mahmoodian Salman Akhash Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education International Review of Research in Open and Distributed Learning online education flipped classroom community of inquiry self-regulated learning teacher education |
| title | Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education |
| title_full | Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education |
| title_fullStr | Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education |
| title_full_unstemmed | Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education |
| title_short | Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education |
| title_sort | integrating community of inquiry framework principles with flipped classroom pedagogy to enhance students perceived presence sense self regulated learning and learning performance in preservice teacher education |
| topic | online education flipped classroom community of inquiry self-regulated learning teacher education |
| url | https://www.irrodl.org/index.php/irrodl/article/view/7005 |
| work_keys_str_mv | AT abbastaghizade integratingcommunityofinquiryframeworkprincipleswithflippedclassroompedagogytoenhancestudentsperceivedpresencesenseselfregulatedlearningandlearningperformanceinpreserviceteachereducation AT esmaeilazimi integratingcommunityofinquiryframeworkprincipleswithflippedclassroompedagogytoenhancestudentsperceivedpresencesenseselfregulatedlearningandlearningperformanceinpreserviceteachereducation AT hassanmahmoodian integratingcommunityofinquiryframeworkprincipleswithflippedclassroompedagogytoenhancestudentsperceivedpresencesenseselfregulatedlearningandlearningperformanceinpreserviceteachereducation AT salmanakhash integratingcommunityofinquiryframeworkprincipleswithflippedclassroompedagogytoenhancestudentsperceivedpresencesenseselfregulatedlearningandlearningperformanceinpreserviceteachereducation |