Abstract
The COVID-19 pandemic has brought a tremendous impact on the pedagogy and learning experience of students in sub-degree education sector of Hong Kong. Online learning has become the “sole” solution to deal with student learning challenges during this chaotic period. In this study, we explore online learning for sub-degree students by using a community of inquiry (CoI). As such, confirmatory factor analysis (CFA) was conducted on survey data gathered from 287 sub-degree students from the business and engineering disciplines. Results indicated that the network speed for online education determines the perceived cognitive presence, social presence, and teaching presence of students, whereas gender and academic disciplines of students are not moderating factors that create a significant difference in perceived cognitive presence, social presence, and teaching presence of students. Our study findings for creating and sustaining a purposeful online learning community are highlighted.
Highlights
In general face-to-face, online, and blended are the common teaching pedagogy methods in higher education institutions
Through the community of inquiry (CoI) framework, we aimed to investigate whether the gender, academic discipline, and network speed of gender are associated with the students; perception of their CoI, for example, as to incorporate new knowledge with their current knowledge (Hilliard and Stewart, 2019)
Our study focuses on Hong Kong sub-degree students
Summary
In general face-to-face ( named as a traditional classroom), online, and blended ( named as a hybrid, inverted, or flipped) are the common teaching pedagogy methods in higher education institutions. The adoption of technology into teaching pedagogy has arisen in different research agendas and directions in recent years (Rasheed et al, 2020). Authors like Shea and Bidjerano (2009) consider that the emergence and establishment of online education are well-documented, the online learning context is in need of change. This is especially true under the social conditions derived from the COVID-19 pandemic. 152), online education is “an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing According to Sangrà et al (2012, p. 152), online education is “an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing
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