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Article
Publication date: 16 December 2019

Rajasshrie Pillai and Brijesh Sivathanu

The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of…

Abstract

Purpose

The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of community of inquiry (CoI) model and two additional contextual factors.

Design/methodology/approach

The study conducted a survey using a structured questionnaire among the undergraduate and postgraduate students to examine the LE of MOOCs using the CoI framework and contextual variables – technical barrier (TB) and hedonic motivation (HD). The primary data were analyzed with the partial least squares structural equation modeling technique.

Findings

The results show that teaching presence (TP) influences cognitive presence (CP) and social presence (SP). SP influences CP. It is also found that TP, SP and CP influence the LE of MOOCs. It is found that TB negatively influences LE but is not significant and HD significantly influences LE positively for MOOCs.

Research limitations/implications

This study has a few limitations as it is a cross-sectional study in India, which surveyed undergraduate and postgraduate MOOCs learners, and caution needs to be taken while generalizing the outcomes. Further studies can be conducted across other countries considering demographic factors like age, gender, income groups, education and profession.

Practical implications

This research highlights the antecedents influencing the LE of MOOC learners using the CoI framework which will help the MOOC designers and marketers to apprehend the factors influencing LE. The results of this research will help them formulate suitable strategies in the design and delivery of MOOCs to improve the LE of learners.

Originality/value

This unique research investigates and empirically validates the CoI framework to understand LE of MOOC learners in India. This research extends the CoI framework by adding contextual factors – TB and HD in the context of a developing country.

Details

International Journal of Educational Management, vol. 34 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 20 August 2021

Zayd Waghid, Lawrence Meda and Jane Adhiambo Chiroma

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global…

Abstract

Purpose

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.

Design/methodology/approach

A mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.

Findings

The findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.

Research limitations/implications

Only a single faculty at one university was selected in this single case.

Practical implications

The results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.

Originality/value

This is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 5
Type: Research Article
ISSN: 2056-4880

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Article
Publication date: 10 April 2017

Kashef A. Majid

The purpose of this paper is to explore how a positive country-of-origin image will impact consumer perceptions for a high-risk product when the price is unexpectedly low.

Abstract

Purpose

The purpose of this paper is to explore how a positive country-of-origin image will impact consumer perceptions for a high-risk product when the price is unexpectedly low.

Design/methodology/approach

An experimental approach was used with consumers from the USA and India. Consumers were divided into groups and given two scenarios that involved purchasing medicine that may have been counterfeit. In one scenario manufacturing took place in India, the other in Switzerland. They were asked to state the probability that certain goods could be counterfeit if they originated from the stated country and then make choices based on those perceived probabilities. An analysis of variance was conducted to test for differences between groups.

Findings

The authors found that in both samples consumers attached greater probabilities toward low-priced medicines if they originated from Switzerland vs India. Conversely, the higher priced medicines were more likely to be counterfeit if they originated from India vs Switzerland. When given a choice scenario consumers chose more versions of the cheaper products from India than from Switzerland.

Originality/value

When country-of-origin is salient then it is believed that a positive country-of-origin image will benefit products that are produced from that country. Consumers expect that more expensive products come from a country with a positive country-of-origin image. The results demonstrate that when there is a conflict between expectations of the country and the price of the product the outcome is lowered perceptions and consumption of the product. This holds true for consumers from a high-cost economy (USA) and consumers from a low-cost economy (India). The authors add to the literature on country-of-origin by demonstrating that a positive image can be a liability when consumers are wary of purchasing a high-risk product.

Details

International Marketing Review, vol. 34 no. 2
Type: Research Article
ISSN: 0265-1335

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Article
Publication date: 1 August 2016

Constantinos Choromides

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Abstract

Details

International Journal of Entrepreneurial Behavior & Research, vol. 22 no. 5
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 24 May 2013

Margaret Lindorff and Tui McKeown

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors…

Abstract

Purpose

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on‐campus undergraduate first year management subject.

Design/methodology/approach

The authors conducted a survey of 362 first year students undertaking a blended learning course in management.

Findings

Students prefer interactive tutorials over lectures or online material they can access themselves as needed. They also mainly access the online material they believe will be most useful in achieving higher grades, and prefer online material that is related to assessment outcomes, rather than that designed for greater understanding.

Research limitations/implications

The findings suggest that the community of inquiry framework, although designed to evaluate online learning, can also be used to frame the comparative utility of online and other teaching strategies. The paper also explores issues related to the Technology Acceptance Model's prediction that ease of use of online learning resources is important, and finds that many students are restricted by the cost of downloading and printing online learning material in university libraries and laboratories.

Originality/value

The research focuses upon first year management students, and transition implications of the findings are discussed.

Details

Education + Training, vol. 55 no. 4/5
Type: Research Article
ISSN: 0040-0912

Keywords

Content available
Article
Publication date: 2 July 2021

Felix Westermann, Linda Doll, Maren Duprés, Sofia Späth and Petra Monika Schweizer-Ries

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing…

Abstract

Purpose

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.

Design/methodology/approach

Methods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.

Findings

Results indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.

Originality/value

In line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.

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Article
Publication date: 16 November 2018

Bruno Anicet Bittencourt, Aurora Carneiro Zen, Vitor Schmidt and Douglas Wegner

Requalification of neglected areas in urban contexts is considered as one of the main challenges for smart cities. Business clusters stand out as mechanisms of innovation…

Abstract

Purpose

Requalification of neglected areas in urban contexts is considered as one of the main challenges for smart cities. Business clusters stand out as mechanisms of innovation for not only the clustered firms but also the territory in which they are located. However, the cluster emergence process is complex and still unknown. The purpose of this paper is to analyze the orchestration process in the emergence of a cluster of innovation (CoI).

Design/methodology/approach

This study is a qualitative exploratory research in Porto Alegre, a State capital in Southern Brazil, in the region known as 4th District. Data were collected through documentary research, non-participant observation and face-to-face in-depth interviews.

Findings

Results indicate the importance of alignment among network members, possible difficulties caused by members’ heterogeneity and the need to disseminate information and interaction for the appropriability of knowledge and innovation in the emergence process of CoI. Coordination of actions and joint agenda as facilitators for the construction of a cluster identity emerge as crucial important. Besides, results also highlight that the entrepreneurial process and the perspective of global strategy are essential to build competitive advantage to the region.

Research limitations/implications

This paper brings a theoretical and managerial contribution to the application of the concept of orchestration to emergence of a CoI. The framework presents network components, orchestration components and the drivers to emergence of a CoI.

Originality/value

This study proposes a framework to link the orchestration process to the emergence of a CoI. The proposed framework could help policymakers and other actors to enhance the impact of a cluster on the development of the region.

Details

Journal of Science and Technology Policy Management, vol. 11 no. 3
Type: Research Article
ISSN: 2053-4620

Keywords

Content available
Article
Publication date: 1 December 2015

Jeanne Yuet Ching Lam*

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended…

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5750

Abstract

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from a socio-constructivist perspective in which learning is based on educational experiences in the environment with collaboration and interaction. The purpose of this paper is to explore student experience in a blended learning course from the viewpoint of the CoI. A case study approach using qualitative methods is used in the research. By examining the experiences of the students, social presence, cognitive presence and teaching presence were found. Although these three elements are required for educational experiences in blended learning, an unexpected issue about students' learning in the community without teaching presence was identified. This paper suggests that the role of learning autonomy and its relation to the community should be considered in the CoI framework. The value of this paper is that it confirms the elements in the CoI and proposes the addition of a new element in the framework.

Details

Asian Association of Open Universities Journal, vol. 10 no. 2
Type: Research Article
ISSN: 1858-3431

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Book part
Publication date: 4 November 2021

Sandra A. Rogers and Gurupreet K. Khalsa

The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for…

Abstract

The syllabus serves as a plan that can be utilized for discussing course (re)design. The Online Community of Inquiry Syllabus Rubric© (OCOISR) was developed for collaborators to review online course plans for continuous improvement. It assesses the potential to engender cognitive presence (CP), social presence (SP), teaching presence (TP), and learner support (LS) in online college courses based on interactive treatments. In one case study, two raters with advanced degrees in instructional design and online teaching experience reviewed 31 online syllabi across disciplines to determine their potential for producing an online community of inquiry. They achieved a good degree of consistency among measurements, intraclass correlation coefficient (ICC) = 0.821, p < 0.001, and 95% CI [0.40, 0.932]. Raters found above-average CP, moderate SP, and basic TP. These results mirrored that of the previous case study at a different institution. Other findings included basic educational technology use in both cases. The lead author, serving as the college’s instructional designer, provided course-specific recommendations to instructors based on their syllabi review for action research. This chapter describes the use of the OCOISR© to maximize student–student, student–teacher, and student–content planned engagement for improved online learning experiences.

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Book part
Publication date: 28 September 2011

Melissa L. Burgess and Phil Ice

Online learning in higher education has, until most recently, been delivered primarily through learning management systems (LMS) such as BlackBoard, Moodle, and others…

Abstract

Online learning in higher education has, until most recently, been delivered primarily through learning management systems (LMS) such as BlackBoard, Moodle, and others. However, responding to budgetary concerns and burgeoning enrollments, delivery of online learning via multiple open source (free) formats, is quickly becoming an attractive and inexpensive option for online distance and learning programs. Multi-user virtual environments, or MUVEs, are one such option that provides an interactive and socially rich learning experience for learners. In this chapter, the authors propose a dually fused pedagogical framework that has the potential to provide both asynchronous and synchronous online learning activities the elicit critical thinking skills and that further align with additional skills twenty-first century learners and instructors need to compete in today's global society.

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