Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? MBA learners strategically sought out and evaluated peers according to their potential to advance their own learning goals, an evaluative dimension not captured by the CoI survey's social presence items. → Honig 2021

Evidence¶

Honig 2021¶

Honig, C.A. & Salmon, D. (2021). Learner presence matters: A learner-centered exploration into the community of inquiry framework. Online Learning, 25(2), 95-119. https://doi.org/10.24059/olj.v25i2.2237

q2 · i? · qualitative · r?

Interview-based finding from six MBA students in the stimulated recall study. Learners described reviewing course introductions to identify contributing colleagues and evaluating peer effort, framing social interaction "as less about affirmation and comfort and more about assessing peers for what they could offer."

"The Peer Monitoring concept described by MBA learners seemed to go beyond the CoI notion of social presence as it involved a professionally relevant evaluative aspect. MBA learners sought out contributing peers in the online environment and in doing so, evaluated their peers' effort in course assignments and discussions acco rding to their potential to advance their own learning goals."

Discussion¶

Learner Variables¶

• Domain Context — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Social presence shows the strongest association with metacognition in an online case-based course, while teaching presence shows no significant relationship — the general claim this finding bears on, with the studies behind it
• Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring — a broader claim this one bears on
• Students in an accelerated online MBA program experience their courses as a community of inquiry, with all three CoI presences rated above 4.0 on a 5-point scale — related
• A program-wide standard online course template heightens teaching presence and supports learner intentions in accelerated online courses — related
• Online professional development offers potential advantages of reduced travel costs, increased convenience, and community building among participants — related
• International online MBA students perceived cultural differences in collaboration but reported they did not negatively affect their learning — related
• Review reports a multicultural collaborative competence model offering a more vivid image of online intergroup discussion quality than a general model — related
• A threefold staff development plan of immersion, peer monitoring and review, and manual contribution supported instructors' implementation of cooperative learning structures — 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