The Relationship among Motivation, Self-Efficacy, Community of Inquiry and learning Performance in Online Learning Environments: A Path Analysis
محل انتشار: فصلنامه یادگیری و حافظه، دوره: 6، شماره: 22
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 63
فایل این مقاله در 13 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJLM-6-22_005
تاریخ نمایه سازی: 25 آبان 1402
چکیده مقاله:
The COVID-۱۹ pandemic has necessitated a rapid shift to online learning, making the community of inquiry (COI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of COI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship suggesting the need for further investigation. This study aimed to enhance our understanding of how the COI presence influences college students' learning outcomes and whether it has a mediating role in the effect of self-efficacy and motivation on e-learner’s academic achievement. In this cross-sectional study, using a correlational research design, among all graduate students studying in online courses, a total of ۲۶۹ graduate students were selected from online programs in seven public universities in Iran between April ۲۰۲۲ and June ۲۰۲۳, to be the sample of the study. The data were obtained from the answers to the community of inquiry (COI) scale, self- efficacy scale, academic motivation scale and students’ last semester grade point average. To examine the questions of the study, a path analysis was applied whose results showed that motivation and self-efficacy affected the community of inquiry positively (p<۰.۰۰۰). Also, the community of inquiry affected learning performance positively (p<۰.۰۰۰). The outcomes can provide significant theoretical and practical contributions to the key stakeholders to design a satisfying and successful online curriculum for the post-COVID-۱۹ era and offer valuable insights into the design of productive online learning communities.
کلیدواژه ها:
Community of inquiry framework ، Learning Performance ، Motivation ، Online learning environment ، self-efficacy
نویسندگان
Abbas Taghizade
Assistant Professor, Department of elementary Education, Farhangian University, Tehran, Iran.
Yousef Rasouli
Assistant Professor, Department of elementary Education, Farhangian University, Tehran, Iran.
Maryam Hosseini Largani
Assistant Professor, Institute for research and planning in higher education, Tehran, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :