Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education
Bibliographic Data
| ID | 21729359 |
|---|---|
| Authors | Abbas Taghizade (0000-0002-3800-4504, Farhangian University), Esmaeil Azimi (0000-0002-0013-504X, Tarbiat Modares University), Hassan Mahmoodian (0000-0002-0510-4816, University of Mazandaran), Salman Akhash (0000-0002-4115-698X, Farhangian University) |
| Year | 2023 |
| Volume | 24 |
| Issue | 4 |
| Pages | 154-173 |
| Publication date | 2023-12-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v24i4.7005 |
| OpenAlex | W4389376986 |
| Language | EN |
| References cited | 19 |
The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teacher-made test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p
Blended Learning · Cognition · Community of inquiry · Educational technology · Experiential learning · Flipped Classroom · Flipped learning · Mathematics education · Pedagogy · Self-regulated learning · Sense of community · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Online and Blended Learning · Psychology · Social Psychology
Researching the community of inquiry framework
Critical thinking, cognitive presence, and computer conferencing in distance education
Learning presence
Facilitating Cognitive Presence in Online Learning
Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms
Measuring self-regulation in online and blended learning environments
Developing a community of inquiry instrument
The Flipped Classroom
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds
How learning in an inverted classroom influences cooperation, innovation and task orientation
The first decade of the community of inquiry framework
The flipped classroom
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning
Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course
Synchronous and asynchronous communication tools in distance education
Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN
The Power of Feedback
Peer Assessment
| Citation velocity | historical |
|---|---|
| Highly cited | No |