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Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation
ARTICLE

, Department of Educational Sciences, Turkey ; , Department of Computer Education and Instructional Technology, Turkey

Computers & Education Volume 126, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Following theoretical frameworks including social-cognitive theory, constructivism and creating collaborative learning community, this correlational study elucidates the community of inquiry framework in regard to self-regulation, metacognition, and motivation in an online learning setting. Data were collected from 1535 students enrolled to an online Information and Communication Technology-I course offered by the Department of Informatics at a well-known public university. The data were collected online through Survey Monkey and then analyzed with descriptive and inferential statistics using multiple linear regression analysis through SPSS version 23 statistical software. The findings notably revealed that self-regulation, metacognition, and motivation significantly contributed to the prediction of community of inquiry and its three presence types. The findings highlighted the importance of self-regulation for overall community of inquiry and its three presence types due to its significantly valuable contribution. This study resulted in a new tentative model, adding a new construct of regulatory presence, addressing learners' self-regulation. Further research could concentrate on this new tentative model in addition to the new construct.

Citation

Kilis, S. & Yıldırım, Z. (2018). Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation. Computers & Education, 126(1), 53-64. Elsevier Ltd. Retrieved June 5, 2020 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.06.032

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