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Título: Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis
Autores: Shea, Peter; University at Albany - State University of New York
Hayes, Suzanne; Empire State College - State University of New York
Uzuner Smith, Sedef; Lamar University
Vickers, Jason; University at Albany - State University of New York
Bidjerano, Temi; Furman University
Gozza-Cohen, Mary; Widener University
Jian, Shou-Bang; University at Albany, State University of New York
Pickett, Alexandra; SUNY System Administration
Wilde, Jane; University at Albany - State University of New York
Tseng, Chi-Hua; Empire State College
Fecha: 2013-06-24
Publicador: The International Review of Research in Open and Distance Learning
Fuente:
Tipo: info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed, double-blind
mixed methods
Tema: Online Learning;
community of inquiry; learning presence; social network analysis; self-regulation; quantitative content analysis
Descripción: 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.
Idioma: Inglés