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

Date

2018-11-01

Author

KİLİS, SELCAN
Yıldırım, Zahide

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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.

Subject Keywords

General Computer Science, Education

URI

https://hdl.handle.net/11511/46424

Journal

COMPUTERS & EDUCATION

DOI

https://doi.org/10.1016/j.compedu.2018.06.032

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

S. KİLİS and Z. Yıldırım, “Investigation of community of inquiry framework in regard to self-regulation, metacognition and motivation,” COMPUTERS & EDUCATION, pp. 53–64, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46424.