The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

Woon Jee Lee and Fengfeng Ke
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Woon Jee Lee: Florida State University, Tallahassee, FL, USA
Fengfeng Ke: College of Education, Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2013, vol. 3, issue 2, 25-39

Abstract: This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

Date: 2013
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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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