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Examining communities of inquiry in Massive Open Online Courses : The role of study strategies. / Kovanović, Vitomir; Joksimović, Srećko; Poquet, Oleksandra; Hennis, Thieme; de Vries, Pieter; Hatala, Marek; Dawson, Shane; Siemens, George; Gašević, Dragan.

In: Internet and Higher Education, Vol. 40, 01.01.2019, p. 20-43.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Kovanović, V, Joksimović, S, Poquet, O, Hennis, T, de Vries, P, Hatala, M, Dawson, S, Siemens, G & Gašević, D 2019, 'Examining communities of inquiry in Massive Open Online Courses: The role of study strategies' Internet and Higher Education, vol. 40, pp. 20-43. https://doi.org/10.1016/j.iheduc.2018.09.001

APA

Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., de Vries, P., Hatala, M., ... Gašević, D. (2019). Examining communities of inquiry in Massive Open Online Courses: The role of study strategies. Internet and Higher Education, 40, 20-43. https://doi.org/10.1016/j.iheduc.2018.09.001

Vancouver

Kovanović V, Joksimović S, Poquet O, Hennis T, de Vries P, Hatala M et al. Examining communities of inquiry in Massive Open Online Courses: The role of study strategies. Internet and Higher Education. 2019 Jan 1;40:20-43. https://doi.org/10.1016/j.iheduc.2018.09.001

Author

Kovanović, Vitomir ; Joksimović, Srećko ; Poquet, Oleksandra ; Hennis, Thieme ; de Vries, Pieter ; Hatala, Marek ; Dawson, Shane ; Siemens, George ; Gašević, Dragan. / Examining communities of inquiry in Massive Open Online Courses : The role of study strategies. In: Internet and Higher Education. 2019 ; Vol. 40. pp. 20-43.

BibTeX

@article{9e6dba42bfdb4bd398a21d590aef65c4,
title = "Examining communities of inquiry in Massive Open Online Courses: The role of study strategies",
abstract = "This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.",
keywords = "Community of inquiry model, Higher education, Massive open online courses, Online learning, Study strategies",
author = "Vitomir Kovanović and Srećko Joksimović and Oleksandra Poquet and Thieme Hennis and {de Vries}, Pieter and Marek Hatala and Shane Dawson and George Siemens and Dragan Gašević",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.iheduc.2018.09.001",
language = "English",
volume = "40",
pages = "20--43",
journal = "Internet and Higher Education",
issn = "1096-7516",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Examining communities of inquiry in Massive Open Online Courses

T2 - Internet and Higher Education

AU - Kovanović, Vitomir

AU - Joksimović, Srećko

AU - Poquet, Oleksandra

AU - Hennis, Thieme

AU - de Vries, Pieter

AU - Hatala, Marek

AU - Dawson, Shane

AU - Siemens, George

AU - Gašević, Dragan

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

AB - This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

KW - Community of inquiry model

KW - Higher education

KW - Massive open online courses

KW - Online learning

KW - Study strategies

UR - http://www.scopus.com/inward/record.url?scp=85054573392&partnerID=8YFLogxK

U2 - 10.1016/j.iheduc.2018.09.001

DO - 10.1016/j.iheduc.2018.09.001

M3 - Article

VL - 40

SP - 20

EP - 43

JO - Internet and Higher Education

JF - Internet and Higher Education

SN - 1096-7516

ER -

ID: 47330590