What is it about?
Online learning has become even more critical after Covid-19. Therefore, it is essential for online institutions to provide a more collaborative and interactive learning environment and promote productive online communities. This paper uses multiple regression analysis to determine if students' self- and co-regulation influence the Community of Inquiry presences (teaching, cognitive, and social). The results showed that self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.
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Why is it important?
Teachers who encourage student self- and co-regulation may enhance their online teaching and cognitive and social presence when studying online. The research’s findings may be valuable to teachers, enabling them to provide a more collaborative and interactive online learning environment and promote productive online communities.
Perspectives
I envision that this article will contribute to the body of knowledge regarding the dynamics of shared metacognition within the CoI framework. It was a great pleasure writing it with my co-author, and I hope the reader finds it thought-provoking.
Sune Mare
University of South Africa
Read the Original
This page is a summary of: The influence of self- and co-regulation on the community of inquiry for collaborative online learning: an ODeL context, Journal of Applied Research in Higher Education, March 2024, Emerald,
DOI: 10.1108/jarhe-08-2023-0325.
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