Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis

This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use learning presence to refer to the iterative processes...

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Autores principales:	Peter Shea, Suzanne Hayes, Sedef Uzuner Smith, Jason Vickers, Temi Bidjerano, Mary Gozza-Cohen, Shou-Bang Jian, Alexandra Pickett, Jane Wilde, Chi-Hua Tseng
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	community of inquiry learning presence social network analysis self-regulation quantitative content analysis Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/617096fe21314a1eb98e68db393125eb
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spelling	oai:doaj.org-article:617096fe21314a1eb98e68db393125eb2021-12-02T18:03:24ZOnline learner self-regulation: Learning presence viewed through quantitative content- and social network analysis10.19173/irrodl.v14i3.14661492-3831https://doaj.org/article/617096fe21314a1eb98e68db393125eb2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1466https://doaj.org/toc/1492-3831 This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use learning presence to refer to the iterative processes of forethought and planning, monitoring and adapting strategies for learning, and reflecting on results that successful students use to regulate their learning in online, interactive environments. To gain insight into these processes, we present results of a study using quantitative content analysis (QCA) and social network analysis (SNA) in a complementary fashion. First, we used QCA to identify the forms of learning presence reflected in students’ public (class discussions) and more private (learning journals) products of knowledge construction in online, interactive components of a graduate-level blended course. Next, we used SNA to assess how the forms of learning presence we identified through QCA correlated with the network positions students held within those interactional spaces (i.e., discussions and journals). We found that the students who demonstrated better self- and co-regulation (i.e., learning presence) took up more advantageous positions in their knowledge-generating groups. Our results extend and confirm both the CoI framework and previous investigations of online learning using SNA. Peter SheaSuzanne HayesSedef Uzuner SmithJason VickersTemi BidjeranoMary Gozza-CohenShou-Bang JianAlexandra PickettJane WildeChi-Hua TsengAthabasca University Pressarticlecommunity of inquirylearning presencesocial network analysisself-regulationquantitative content analysisSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	community of inquiry learning presence social network analysis self-regulation quantitative content analysis Special aspects of education LC8-6691
spellingShingle	community of inquiry learning presence social network analysis self-regulation quantitative content analysis Special aspects of education LC8-6691 Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Mary Gozza-Cohen Shou-Bang Jian Alexandra Pickett Jane Wilde Chi-Hua Tseng Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
description	This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as learning presence. We use learning presence to refer to the iterative processes of forethought and planning, monitoring and adapting strategies for learning, and reflecting on results that successful students use to regulate their learning in online, interactive environments. To gain insight into these processes, we present results of a study using quantitative content analysis (QCA) and social network analysis (SNA) in a complementary fashion. First, we used QCA to identify the forms of learning presence reflected in students’ public (class discussions) and more private (learning journals) products of knowledge construction in online, interactive components of a graduate-level blended course. Next, we used SNA to assess how the forms of learning presence we identified through QCA correlated with the network positions students held within those interactional spaces (i.e., discussions and journals). We found that the students who demonstrated better self- and co-regulation (i.e., learning presence) took up more advantageous positions in their knowledge-generating groups. Our results extend and confirm both the CoI framework and previous investigations of online learning using SNA.
format	article
author	Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Mary Gozza-Cohen Shou-Bang Jian Alexandra Pickett Jane Wilde Chi-Hua Tseng
author_facet	Peter Shea Suzanne Hayes Sedef Uzuner Smith Jason Vickers Temi Bidjerano Mary Gozza-Cohen Shou-Bang Jian Alexandra Pickett Jane Wilde Chi-Hua Tseng
author_sort	Peter Shea
title	Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
title_short	Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
title_full	Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
title_fullStr	Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
title_full_unstemmed	Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
title_sort	online learner self-regulation: learning presence viewed through quantitative content- and social network analysis
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/617096fe21314a1eb98e68db393125eb
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Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis

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