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Content available
Book part
Publication date: 30 July 2018

Abstract

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Marketing Management in Turkey
Type: Book
ISBN: 978-1-78714-558-0

Content available
Article
Publication date: 28 March 2008

814

Abstract

Details

Accounting, Auditing & Accountability Journal, vol. 21 no. 3
Type: Research Article
ISSN: 0951-3574

Open Access
Article
Publication date: 12 March 2024

Suné Maré and Ashley Teedzwi Mutezo

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

Abstract

Purpose

This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

Design/methodology/approach

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

Findings

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

Research limitations/implications

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Practical implications

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

Originality/value

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

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