Integrating Community of Inquiry Framework Principles With Flipped Classroom Pedagogy to Enhance Students’ Perceived Presence Sense, Self-Regulated Learning, and Learning Performance in Preservice Teacher Education
DOI:
https://doi.org/10.19173/irrodl.v24i4.7005Keywords:
online education, flipped classroom, community of inquiry, self-regulated learning, teacher educationAbstract
The purpose of this study was to assess the effectiveness of integrating community of inquiry (COI) framework principles with flipped classroom pedagogy to enhance students’ perceived presence sense, self-regulated learning, and learning performance. A quasi-experimental study was conducted to examine whether integrating COI framework principles with flipped classrooms could enhance college students’ perceived presence sense, self-regulated learning, and learning performance. The participants were 64 third-year male college students in an online course at a teacher education university in Iran in 2021. The study employed the COI Survey, the online self-regulated learning questionnaire (OLSQ), and a teacher-made test to measure learning performance. The results indicated significant between-group differences in perceived presence sense, self-regulated learning, and learning performance (p < 0.001). Integrating COI framework principles with flipped classroom pedagogy was an effective approach to enhancing perceived presence sense, self-regulated learning, and learning performance among teacher education students.
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
Antonio, R. L. B. (2022). Assessing flipped classroom in flexible learning via community of inquiry framework. ETERNAL (English Teaching Learning and Research Journal), 8(1), 94–107. https://doi.org/10.24252/Eternal.V81.2022.A6
Arbaugh, J. (2008). Does the community of inquiry framework predict outcomes in online MBA courses? International Review of Research in Open and Distributed Learning, 9(2), 1–21. https://doi.org/10.19173/irrodl.v9i2.490
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. https://doi.org/10.1016/j.iheduc.2008.06.003
Ash, K. (2012) Educators view 'flipped' model’ with a more critical Eye. Education Week, 32(2), 6-8. https://www.proquest.com/docview/1038758423
Ay, K., & Dağhan, G. (2023). The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences. Education and Information Technologies, 1–33. https://doi.org/10.1007/s10639-023-11809-2
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33(5/6), 367–379. https://doi.org/10.1007/s11251-005-1272-9
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. https://scholar.google.com/scholar?hl=fa&as_sdt=0%2C5&q=Bergmann%2C+J.%2C+%26+Sams%2C+A.+%282012%29.+Flip+your+classroom%3A+Reach+every+student+in+every+class+every+day.+International+Ssociety+for+Ttechnology+in+Eeducation&btnG=
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23.1200.1–23.1200.18). https://doi.org/10.18260/1-2--22585
Boucher, B., Robertson, E., Wainner, R., & Sanders, B. (2013). “Flipping” Texas State University’s physical therapist musculoskeletal curriculum: Implementation of a hybrid learning model. Journal of Physical Therapy Education, 27(3), 72–77. https://doi.org/10.1097/00001416-201307000-00010
Branon, R. F., & Essex, C. (2001). Synchronous and asynchronous communication tools in distance education. TechTrends, 45(1), 36–46. https://doi.org/10.1007/bf02763377
Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education & Accreditation, 6(1), 33–43. https://ideas.repec.org/a/ibf/beaccr/v6y2014i1p33-43.html
Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers & Education, 157, 103966. https://doi.org/10.1016/j.compedu.2020.103966
Chen, C. H., Wu, I. C., & Jen, F. L. (2013). Designing online scaffolds for interactive computer simulation. Interactive Learning Environments, 21(3), 229–243. https://doi.org/10.1080/10494820.2010.549831
Chen, H. L., & Chang, C. Y. (2017). Integrating the SOP2 model into the flipped classroom to foster cognitive presence and learning achievements. Educational Technology & Society, 20(1), 274–291. https://scholar.google.com/scholar?hl=fa&as_sdt=0%2C5&q=Chen%2C+H.+L.%2C+%26+Chang%2C+C.+Y.+%282017%29.+Integrating+the+SOP2+&btnG=
Chiu, C. M., Sun, S. Y., Sun, P. C., & Ju, T. L. (2007). An empirical analysis of the antecedents of Web-based learning continuance. Computers & Education, 49(4), 1224–1245. https://doi.org/10.1016/j.compedu.2006.01.010
Cho, M. H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others in online learning environments. The Internet and Higher Education, 17, 69–75. https://doi.org/10.1016/j.iheduc.2012.11.001
Darabi, A., Arrastia, M. C., Nelson, D. W., Cornille, T., & Liang, X. (2011). Cognitive presence in asynchronous online learning: A comparison of four discussion strategies. Journal of Computer Assisted Learning, 27(3), 216–227. https://doi.org/10.1111/j.1365-2729.2010.00392.x
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. https://doi.org/10.1007/s11528-013-0698-1
Estelami, H. (2012). An exploratory study of the drivers of student satisfaction and learning experience in hybrid-online and purely online marketing courses. Marketing Education Review, 22(2), 143–155. https://doi.org/10.2753/MER1052-8008220204
Filiz, O., & Kurt, A. A. (2015). Flipped learning: Misunderstandings and the truth. Journal of Educational Sciences Research, 5(1), 215–229. https://dergipark.org.tr/tr/download/article-file/698200
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1–2), 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148. https://doi.org/10.1207/s15389286ajde1903_2
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–12. https://doi.org/10.1016/j.learninstruc.2012.03.003
Günbatar, M. S. (2021). Flipped classroom in higher education: Evaluation of the process in the framework of community of inquiry. Journal of Educational Technology Systems, 50(2), 215–254. https://doi.org/10.1177%2F00472395211031660
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Herrera Díaz, L. E., & González Miy, D. (2017). Developing the oral skill in online English courses framed by the community of inquiry. Profile Issues in Teachers’ Professional Development, 19(1), 73–88. https://doi.org/10.15446/profile.v19n1.55957
Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18(1), 1–12. https://doi.org/10.1186/s12909-018-1144-z
Horn, M. B. (2013). The transformational potential of flipped classrooms. Education Next, 13(3), 78–79. https://scholar.google.com/scholar_lookup?&title=The%20transformational%20potential%20of%20flipped%20classrooms&journal=Education%20Next&volume=13&issue=3&pages=78-79&publication_year=2013&author=Horn%2CMB
Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16(4), 171–184. https://psycnet.apa.org/record/2013-40972-014
Jia, C., Hew, K. F., Bai, S., & Huang, W. (2021). Adaptation of a conventional flipped course to an online flipped format during the COVID-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, 54(2), 281–301. https://doi.org/10.1080/15391523.2020.1847220
Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2019). Can the flipped classroom model improve students’ academic performance and training satisfaction in higher education instructional media design courses? British Journal of Educational Technology, 50(4), 2014–2027. https://doi.org/10.1111/bjet.12694
Khalid, N. M. (2014). Factors affecting course satisfaction of online Malaysian university students [Doctoral dissertation, Colorado State University]. http://hdl.handle.net/10217/88444
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. https://doi.org/10.1016/j.compedu.2014.05.009
Kustandi, C., Wargahadibrata, H., Fadhillah, D. N., & Nursetyo, K. I. (2020). Flipped classroom for improving self-regulated learning of pre-service teachers. International Journal of Interactive Mobile Technologies, 14(9). https://doi.org/10.3991/ijim.v14i09.11858
Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173–194. https://doi.org/10.1007/s11409-010-9056-2
Lee, H. W., Lim, K. Y., & Grabowski, B. (2009). Generative learning strategies and metacognitive feedback to facilitate comprehension of complex science topics and self-regulation. Journal of Educational Multimedia and Hypermedia, 18(1), 5–25. https://www.learntechlib.org/primary/p/26119/.
Lee, Y. H., & Kim, K. J. (2018). Enhancement of student perceptions of learner-centeredness and community of inquiry in flipped classrooms. BMC Medical Education, 18(1), 1–6. https://doi.org/10.1186/s12909-018-1347-3
Lipponen, L. (2002, January). Exploring foundations for computer-supported collaborative learning. Proceedings of the Conference on Computer Support for Collaborative Learning (Vol. 2, pp. 72–81). https://dl.acm.org/doi/10.5555/1658616.1658627
Lucke, T. (2014). Using learning analytics to evaluate the effectiveness of the flipped classroom approach. In Proceedings of the 2014 Australasian Association for Engineering Education Conference (pp. 1–9). Massey University. https://research.usc.edu.au/esploro/outputs/99449946502621
Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435. https://doi.org/10.1109/TE.2013.2249066
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599. https://doi.org/10.3928/01484834-20130919-03
Mortensen, C. J., & Nicholson, A. (2014, July). Improved student achievement through gamification and the flipped classroom. In ADSA-ASAS Joint Annual Meeting. Kansas City, MO. https://www.researchgate.net/publication/268088137_Improved_student_achievement_through_gamification_and_the_flipped_classroom
Ng, E. M. (2018). Integrating self-regulation principles with flipped classroom pedagogy for first year university students. Computers & Education, 126, 65–74. https://doi.org/10.1016/j.compedu.2018.07.002
Nguyen, L. T., & Ikeda, M. (2015). The effects of e-portfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197–209. https://doi.org/10.1177/1469787415589532
Park, J. H., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207–217. https://www.jstor.org/stable/jeductechsoci.12.4.207
Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. https://doi.org/10.1207/00461520252828519
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10). https://doi.org/10.5688/ajpe7610196
Pifarré, M., Guijosa, A., & Argelagós, E. (2014). Using a blog to create and support a community of inquiry in secondary education. E-Learning and Digital Media, 11(1), 72–87. https://doi.org/10.2304/elea.2014.11.1.72
Popescu, E., & Badea, G. (2020). Exploring a community of inquiry supported by a social media-based learning environment. Educational Technology & Society, 23(2), 61–76. https://www.jstor.org/stable/26921134
Rivera, E. (2015). Using the flipped classroom model in your library instruction course. The Reference Librarian, 56(1), 34–41. https://doi.org/10.1080/02763877.2015.977671
Serdyukov, P., & Hill, R. (2013). Flying with clipped wings: Are students independent in online college classes. Journal of Research in Innovative Teaching, 6(1), 54-67. https://scholar.google.com/scholar?hl=fa&as_sdt=0%2C5&q=Serdyukov%2C+P.%2C+%26+Hill%2C+R.+%282013%29.+Flying+with+clipped+wings%3A+Are+students+independent+in+online+college+classes.+Journal+of+Research+in+Innovative+Teaching%2C+6%281%29%2C+54-67&btnG=
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731. https://doi.org/10.1016/j.compedu.2010.07.017
Shea, P., Hayes, S., Vickers, J., Gozza-Cohen, M., Uzuner, S., Mehta, R., Valtcheva, A., & Rangan, P. (2010). A re-examination of the community of inquiry framework: Social network and content analysis. The Internet and Higher Education, 13(1-2), 10–21. https://doi.org/10.1016/j.iheduc.2009.11.002
Silva, J. C., Zambom, E., Rodrigues, R. L., Ramos, J. L., & de Souza, F. D. (2018). Effects of learning analytics on students' self-regulated learning in flipped classroom. International Journal of Information and Communication Technology Education (IJICTE), 14(3), 91-107. http://doi.org/10.4018/IJICTE.2018070108
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713–729. https://doi.org/10.1111/bjet.12444
Taghizade, A., Hatami, J., Fardanesh, H., & Noroozi, O. (2018). Validating the Persian version of the Community of Inquiry framework survey instrument in web-based learning environments. Quarterly of Educational Measurement, 8(31), 47-63. https://doi.org/10.22054/jem.2018.30681.1716
Taghizade, A., Azimi, E., & Mirzaee, R. (2020). Validity evidence for a Persian version of the online self-regulated learning questionnaire. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(1), 13-24. DOI: 10.30476/ijvlms.2020.84802.1017
Tan, H. R., Chng, W. H., Chonardo, C., Ng, M. T. T., & Fung, F. M. (2020). How chemists achieve active learning online during the COVID-19 pandemic: Using the community of inquiry (COI) framework to support remote teaching. Journal of Chemical Education, 97(9), 2512–2518. https://doi.org/10.1021/acs.jchemed.0c00541
Tawfik, A. A., & Lilly, C. (2015). Using a flipped classroom approach to support problem-based learning. Technology, Knowledge and Learning, 20(3), 299–315. https://doi.org/10.1007/s10758-015-9262-8
Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–91. http://educationnext.org/the-flipped-classroom/
Whitebread, D., Bingham, S., Grau, V., Pino-Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6, 433–455. http://dx.doi.org/10.1891/194589507787382043
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International Licence. The copyright of all content published in IRRODL is retained by the authors.
This copyright agreement and use license ensures, among other things, that an article will be as widely distributed as possible and that the article can be included in any scientific and/or scholarly archive.
You are free to
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms below:
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
