Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Co-regulation correlated .653 with social presence while self-regulation correlated .397, and a similar but slightly weaker pattern held for cognitive and teaching presence. → Sadaf 2022

Evidence¶

Sadaf 2022¶

Sadaf, A., Kim, S. Y., & Olesova, L. (2022). Relationship between metacognition and online Community of Inquiry in an online case-based course. Online Learning, 26(4), 79-93. https://doi.org/10.24059/olj.v26i4.3474

q2 · i? · associational · r1

Spearman correlation analysis under RQ2 in the survey of 47 graduate students in the online CBI course. The article states "One interesting finding is that co-regulation showed stronger relationships with the three types of online presences than self-regulation did."

"co-regulation had a statistically significant correlation value of .653 with social presence while self-regulation revealed a significant correlation value of .397"

Discussion¶

Learner Variables¶

Self-Regulation — predictor: learners who differ on it differ in outcomes

In an online case-based course, students perceive cognitive presence as highest and least variable, and teaching presence as the most variable, among the CoI presences and metacognition dimensions — related
Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — related
CoI survey ratings reveal uneven presence profiles: course organization and exploration rated highest while most facilitation items and three cognitive-presence items (curiosity, reflection, testing and applying knowledge) rated below 4.0 — related
Self-regulation and co-regulation are significantly and highly correlated in an online case-based course — related
Interactivity, information sharing, and collaborative environment are each positively associated with perceived social presence in agentic AI-supported online learning — related
In an online course, student performance can be examined in relationship to measures of student interaction and sense of presence using multiple independent and dependent variables. — related

Page metadata

Field	Value
`type`	`claim`
`id`	`co-regulation-stronger-presence-relationships-than-self-regulation`
`title`	`Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course`
`description`	`Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `sadaf-2022`

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