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¶

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¶

q2 i? Graduate students in an online CBI course rated cognitive presence highest (M = 4.509, SD = .428) among the three presences and two metacognition dimensions, followed by self-regulation (M = 4.417, SD = .444), with co-regulation lowest (M = 4.160, SD = .551). → Sadaf 2022 q2 i? Teaching presence was the most variable perception across students (SD = .718), while cognitive presence was the least variable (SD = .428). → 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

Descriptive statistics (means and SDs) from the study's survey of 47 graduate students in an online case-based instructional design course, reported under RQ1. The article also notes "the level of teaching presence was found to be the most variable among students, having a standard deviation of .718."

"students' perceived cognitive presence was the highest (M = 4.509, SD = .428) among the three types of online presences and two dimensions of metacognition, followed by self-regulation (M = 4.417, SD = .444)"

Discussion¶

Related Claims¶

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