Abstract
This paper presents the Revised Community of Inquiry (RCoI) framework to identify different aspects of learning presence (Learner, Teaching, Social and Cognitive presence) in a blended learning course. RCoI framework emphasizes on the roles of stakeholders in online education. This research tested the impact of RCoI on Students Learning with the moderating role of Technology (Learning Management System). The data was collected from 462 students in different universities in Karachi, Pakistan. Results identified that there is a positive relationship of RCoI and Technology Use (LMS) on Students Learning in a Blended/Hybrid course. Further, there was one moderating role of technology Use (LMS) found in this research. Technology moderates the relationship between Cognitive presence and Students Learning. It shows that technology reduces the cognitive presence of students and reduces their effective learning. They are lesser involved in critical thinking and problem solving as compared to classroom teaching.
Highlights
Towards the end of 2019, Wuhan Municipal Health Commission reported massive mysterious cases of pneumonia in Wuhan, China, later named Novel Corona Virus Disease (COVID-19) by the World Health Organization (WHO)
This study found that teaching presence, social presence, cognitive presence, and learner presence directly and positively affect student learning research question RQ1 is satisfied
As for the research question RQ3, technology use (LMS) only moderates the relationship between cognitive presence and student learning, such that cognitive thinking decreases as technology involvement increases
Summary
Towards the end of 2019, Wuhan Municipal Health Commission reported massive mysterious cases of pneumonia in Wuhan, China, later named Novel Corona Virus Disease (COVID-19) by the World Health Organization (WHO). Students faced a lot of difficulties due to lack of good Wifi or Internet Connections; power failures, and lack of infrastructure in remote areas of Pakistan As such universities implemented Blended or Hybrid Learning methods of teaching with a combination of “flipped” classroom models. During the Coronavirus pandemic, universities experimented and implemented such hybrid models for the continuation of learning and safety of students, teachers, and staff These blended or hybrid learning methods integrated learning and web-based technologies and there needs to be an investigation on the impact of such practices on student learning. This study has used four dimensions (Teaching Presence, Social Presence, Cognitive Presence, Learner Presence) of RCoI and investigated the impact of RCoI on Student Learning with the moderating role of Technology Use (LMS) This was a quantitative study conducted on the University students of Karachi, Pakistan. No such studies have been conducted using these variables in the past
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