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Journals / Kastamonu Education Journal / 2017 / Cilt: 25 Sayı: 4

The Predictive Power Of Social and Teaching Presence On Cognitive Presence

Toplumsal Buradalık ve Öğretimsel Buradalığın Bilişsel Buradalığı Yordama Gücü

Ebru ÖZTÜRK
Mukaddes ERDEM
Deniz DERYAKULU
Pages
1319–1336
Publication Date
2017-07-15
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The analytical results indicated that social and teaching presence were significant predictors of cognitive presence, and social presence explained the majority of variance in cognitive presence.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Community of Inquiry Model defines operations and behaviors required for the construction of knowledge and meaning in online or blended learning environments according to the development of cognitive, social and teaching presence structures.
📊
Key Findings & Data:Even though the dynamic relationship between these three factors was verified by many researchers, some others criticized the model suggesting that the effect of social presence on cognitive presence was insignificant.
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Conclusion & Impact:The analytical results indicated that social and teaching presence were significant predictors of cognitive presence, and social presence explained the majority of variance in cognitive presence.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:araştırma topluluğu modeli · bilişsel buradalık · toplumsal buradalık ve öğretimsel buradalık

Abstract

Community of Inquiry Model defines operations and behaviors required for the construction of knowledge and meaning in online or blended learning environments according to the development of cognitive, social and teaching presence structures. Even though the dynamic relationship between these three factors was verified by many researchers, some others criticized the model suggesting that the effect of social presence on cognitive presence was insignificant. The purpose of this study, which was designed to discuss the criticisms directed to the model, is to explore whether social and teaching presence in the Facebook groups that were formed in accordance with the community of inquiry model predict cognitive presence or not. The study was conducted with a semi-experimental design.Data were obtained according to the Community of Inquiry Scale. Regression analysis was employed in the analysis of data. The analytical results indicated that social and teaching presence were significant predictors of cognitive presence, and social presence explained the majority of variance in cognitive presence.

Özet

Araştırma Topluluğu Modeli çevrimiçi ya da harmanlanmış öğrenme ortamlarında bilginin ve anlamın inşaası için gereken işlem ve davranışları, bilişsel, toplumsal ve öğretimsel buradalık arasındaki ilişkinin gelişimiyle açıklamaktadır. Bu üç öge arasındaki dinamik ilişki, pek çok araştırmacı tarafından doğrulansa da bazı araştırmacılar toplumsal buradalığın bilişsel buradalık üzerindeki etkisinin anlamlı olmadığını öne sürmekte ve modeli eleştirmektedir. Modele yöneltilen eleştirileri tartışmak üzere planlanan bu çalışmanın amacı, araştırma topluluğu modeline göre oluşturulan Facebook gruplarındaki toplumsal ve öğretimsel buradalık algısının bilişsel buradalık algısını yordayıp yordamadığını incelemektir. Çalışma yarı deneysel desende yürütülmüş ve çalışmada Araştırma Topluluğu Ölçeği kullanılmıştır. Veriler çoklu regresyon analizi ile incelenmiştir. Analiz sonuçları toplumsal ve öğretimsel buradalığın, bilişsel buradalığı anlamlı olarak yordadığı ve toplumsal buradalığın bilişsel buradalıkta oluşan varyansın oldukça önemli bir bölümünü açıkladığını göstermiştir.

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Cite This Article

ÖZTÜRK, E., ERDEM, M., DERYAKULU, D. (2017). The Predictive Power Of Social and Teaching Presence On Cognitive Presence. Kastamonu Education Journal, Cilt: 25 Sayı: 4, 1319–1336. https://ajindex.com/articles/940613

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