Assessing the Student’s Perspectives on E-learning Based on Community of Inquiry Framework: A Cross-sectional Study | ||
| Interdisciplinary Journal of Virtual Learning in Medical Sciences | ||
| مقاله 7، دوره 14، شماره 4 - شماره پیاپی 55، زمستان 2023، صفحه 318-329 اصل مقاله (571.16 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2023.95419.1157 | ||
| نویسندگان | ||
| Firooz Mahmoodi1؛ Saeed Zeynolabedini Shahir* 2 | ||
| 1Department of Education, University of Tabriz, Tabriz, Iran | ||
| 2Department of Curriculum Studies, Allameh Tabatabaei University, Tehran, Iran | ||
| چکیده | ||
| Background: The expansion of e-learning has highlighted the need to ensure the quality of teaching and learning. This study aimed to assess students’ presence in e-learning based on the Community of Inquiry (COI) framework at the University of Tabriz, Iran. Methods: In this cross-sectional research, a total of 217 undergraduate students from the Department of Educational Sciences at the University of Tabriz, Iran, were chosen through simple random sampling between February and May of the 2020–2021 academic year. Data collection was conducted using the 34-item COI questionnaire, which includes three components: teaching presence (13 items), social presence (9 items), and cognitive presence (12 items), each rated on a five-point Likert scale. Experts verified the questionnaire’s validity, and it demonstrated high reliability (Cronbach’s alpha = 0.94). The collected data were analyzed using one-sample t-tests and Pearson correlation through SPSS version 26. Results: Students’ scores for teaching (3.83±0.55), social (3.47±0.72), and cognitive presence (3.66±0.53) were all significantly above the cutoff point (P<0.001). Significant positive correlations were observed between daily study hours and teaching presence (r=0.17, P=0.017), social presence (r=0.185, P=0.009), and cognitive presence (r=0.285, P<0.001). Conclusion: According to the COI framework, teaching, social, and cognitive presence are essential components of e-learning that support constructivism and connectivism approaches and reduce transactional distance. This study found that students perceived a high level of presence in their e-learning experiences, indicating an acceptable quality of virtual courses at the university. To improve e-learning outcomes, it may be more beneficial to strengthen students’ social and cognitive presence rather than concentrating exclusively on teaching presence. | ||
| کلیدواژهها | ||
| Distance؛ Education؛ Students؛ Community of Inquiry Framework؛ Teaching presence؛ Social presence؛ Cognitive presence | ||
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