TY - JOUR
T1 - Examining communities of inquiry in Massive Open Online Courses
T2 - The role of study strategies
AU - Kovanović, Vitomir
AU - Joksimović, Srećko
AU - Poquet, Oleksandra
AU - Hennis, Thieme
AU - de Vries, Pieter
AU - Hatala, Marek
AU - Dawson, Shane
AU - Siemens, George
AU - Gašević, Dragan
PY - 2019
Y1 - 2019
N2 - This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.
AB - This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.
KW - Community of inquiry model
KW - Higher education
KW - Massive open online courses
KW - Online learning
KW - Study strategies
UR - http://www.scopus.com/inward/record.url?scp=85054573392&partnerID=8YFLogxK
U2 - 10.1016/j.iheduc.2018.09.001
DO - 10.1016/j.iheduc.2018.09.001
M3 - Article
AN - SCOPUS:85054573392
SN - 1096-7516
VL - 40
SP - 20
EP - 43
JO - Internet and Higher Education
JF - Internet and Higher Education
ER -