Using Student Feedback to Analyze the Characteristics of Presence in Classroom Settings Based on the Community of Inquiry Framework

Jumei Zou and Sujing Zhang
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Jumei Zou: Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China
Sujing Zhang: Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China

Sustainability, 2022, vol. 14, issue 10, 1-12

Abstract: The community-of-inquiry (CoI) framework on presence points out the direction for the effective teaching of teachers. Feedback plays an important role during the teaching process in the promotion of teaching and learning. A total of 476 pieces of feedback text, including 1695 short sentences, were collected from 13 classes of a Modern Educational Technology course, and then they were coded and analyzed on the basis of the cognitive, teaching, social, and emotional dimensions. It was found that the CoI theory is also suitable for classroom settings, and in situations where all of the presences exist. Among them, emotional presence is the most common, followed by the cognitive and teaching presences, while social presence is the least common. The result may help teachers to optimize course design and implementation for enhancing presence, improving learning experiences, and promoting high-quality learning. Moreover, the research results provide references for studying data-based precision teaching.

Keywords: community of inquiry (CoI); presence; classroom settings; feedback (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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