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

Yıldırım, Zahide
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.


Measuring technological pedagogical content knowledge (TPACK) through performance assessment
Akyüz, Didem (Elsevier BV, 2018-10-01)
Despite many studies conducted on TPACK, the relationships between the components of the framework and how to perform TPACK assessment remain to be important research questions. The aim of this study is to shed light on these two questions by analyzing lesson plans collected from 138 preservice mathematics teachers obtained from a technology-integration course over a period of five years. An instrument that describes each component of the TPACK framework was developed and applied to performance-assessment o...
Exploring the effect of using different levels of emotional design features in multimedia science learning
UZUN, AHMET MURAT; Yıldırım, Zahide (Elsevier BV, 2018-04-01)
The current study aims to examine the influence of incorporating different emotional design approaches into multimedia on 7th grade middle school students' positive emotions, mental effort investments and learning achievements (recall and transfer). To this end, four different instructional materials were created. Each material was identical, with only the extent of emotional design differing. For the Neutral Design (ND) group, none of the emotional design principles were used (monochromatic grayscale). For...
TÜRKMEN, GAMZE; Caner, Sonay (Turkish Online Journal of Distance Education, 2020-07-01)
This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study meth...
Exploring prospective secondary mathematics teachers' interpretation of student thinking through analysing students' work in modelling
Kabar, Makbule Gözde Didiş; Erbaş, Ayhan Kürşat; Çetinkaya, Bülent; Çakıroğlu, Erdinç; Alacacı, Cengiz (Springer Science and Business Media LLC, 2016-09-01)
Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that embodied solutions of mathematical modelling tasks. The data were collected from 25 prospective mathematics teachers enrolled in an undergraduate course through fou...
Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics
FADLELMULA, Fatma Kayan; Çakıroğlu, Erdinç; Sungur, Semra (Springer Science and Business Media LLC, 2015-12-01)
This study examines the interrelationships among students' motivational beliefs (i.e. achievement goal orientations, perception of classroom goal structure, and self-efficacy), use of self-regulated learning strategies (i.e. elaboration, organization, and metacognitive self-regulation strategies), and achievement in mathematics, by proposing and testing a structural model. Participants were 1,019 seventh grade students, enrolled in public elementary schools in Ankara, Turkey. Self-report questionnaires and ...
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: