Online Learner Self-Regulation: Learning Presence Viewed through Quantitative Content- and Social Network Analysis

dc.creator	Peter Shea
dc.creator	Suzanne Hayes
dc.creator	Sedef Uzuner Smith
dc.creator	Jason Vickers
dc.creator	Temi Bidjerano4,
dc.creator	Mary Gozza-Cohen
dc.creator	Shou-Bang Jian
dc.creator	Alexandra M. Pickett
dc.creator	Jane Wilde
dc.creator	Chi-Hua Tseng
dc.date	2013-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:40Z
dc.date.available	2015-07-20T22:07:40Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/f3764fae5b5b4a118d0e3909b12ecbe9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11390
dc.identifier.uri	https://doaj.org/article/f3764fae5b5b4a118d0e3909b12ecbe9
dc.description	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.
dc.language	English
dc.publisher	Athabasca University Press
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/1466/2585
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 14, Iss 3 (2013)
dc.subject	Community of inquiry
dc.subject	learning presence
dc.subject	social network analysis
dc.subject	self-regulation
dc.subject	online learning
dc.subject	quantitative content analysis
dc.subject	learning journals
dc.subject	online discussions
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Online Learner Self-Regulation: Learning Presence Viewed through Quantitative Content- and Social Network Analysis
dc.type	Article