From the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environment

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dc.contributor.authorKucuk S.
dc.contributor.authorSahin I.
dc.date.accessioned2020-03-26T18:48:14Z
dc.date.available2020-03-26T18:48:14Z
dc.date.issued2013
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractOnline and blended learning, developed with advances in technology, have gained relative importance in modern communities. In recent years, the concept of creating learning communities has been coined to increase effectiveness of these learning environments. Based on this concept, Garrison, Anderson, and Archer (2000) developed the Community of Inquiry Framework (CoI), which intends to create learning communities for students in online and blended learning environments to collaborate and interact with one another, and learning is based on educational experiences. CoI framework is based on three fundamental dimensions: social presence, cognitive presence, and teaching presence. The purpose of this study is to examine the development of a CoI in face-to-face and blended learning contexts in relationship to students' academic success, satisfaction, and motivation. The study is conducted in an undergraduate course delivered in both face-to-face (control group) and blended (experimental group) formats. A pretest and posttest research model is used in the study. Additionally, content analysis is used to analyze students' postings on Facebook. The research group for this study consists of 109 students in the Department of Computer and Instructional Technology Education. According to the results of this study, there is no significant difference between academic success of students in control and experimental groups. Also, there is a significant difference in some categories of motivation, satisfaction, and CoI. © The Turkish Online Journal of Educational Technology.en_US
dc.identifier.endpage156en_US
dc.identifier.issn1303-6521en_US
dc.identifier.issue2en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage142en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/30154
dc.identifier.volume12en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofTurkish Online Journal of Educational Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.titleFrom the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environmenten_US
dc.typeArticleen_US

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