The Community of Inquiry Perspective on Students' Social Presence, Cognitive Presence, and Academic Performance in Online Project-Based Learning

Autor/inn/en	Guo, Pengyue; Saab, Nadira; Wu, Lin; Admiraal, Wilfried
Titel	The Community of Inquiry Perspective on Students' Social Presence, Cognitive Presence, and Academic Performance in Online Project-Based Learning
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 5, S.1479-1493 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Pengyue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12586
Schlagwörter	Communities of Practice; Inquiry; Active Learning; Electronic Learning; Computer Mediated Communication; Student Projects; Discussion Groups; Academic Achievement; Correlation; Learner Engagement; College Students + Suchen Sie Ihr Suchwort? Community; Aktives Lernen; Computerkonferenz; Schulprojekt; Schulleistung; Korrelation; Collegestudent
Abstract	Project-based learning (PjBL) engages students in knowledge acquisition, application, and construction through artefact development. Based on the Community of Inquiry framework, this study characterized college students' social and cognitive presences in online PjBL and examined how presence was related to their academic performance. Twenty-four groups of students participated in a 3-week project via WeChat discussion groups and created a final product. Transcripts of students' online discourse were collected and analysed by a coding scheme. The quality of students' artefacts was evaluated by a grading rubric. Descriptive results showed that the component of affectiveness and the level of exploration accounted for the majority of students' social and cognitive presences, respectively. Stepwise regression analyses revealed that certain components and sub-components of students' social presence, and levels and sub-levels of their cognitive presence were positively associated with their academic performance. Practical implications for teachers and suggestions for further research are provided. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01