922
Views
1
CrossRef citations to date
0
Altmetric
Articles

Conceptualising engineering student perceptions of synchronous and asynchronous online learning

, , & ORCID Icon
Pages 94-112 | Received 14 Jun 2022, Accepted 05 Apr 2023, Published online: 17 Apr 2023

References

  • Baskin, C., M. Barker, and P. Woods. 2004. “Scoping Social Presence and Social Context Cues to Support Knowledge Construction in an ICT Rich Environment.” Paper presented at the Proceedings of 2004 AARE conference.
  • Biocca, F., C. Harms, and J. K. Burgoon. 2003. “Toward a More Robust Theory and Measure of Social Presence: Review and Suggested Criteria.” Presence: Teleoperators & Virtual Environments 12 (5): 456–480. doi:10.1162/105474603322761270.
  • Borel, D. A. 2013. “The Influence of Web Conferencing on Graduate Students’ Sense of Community in an Online Classroom.” Lamar University-Beaumont.
  • Boud, D., and R. Cohen. 2014. Peer Learning in Higher Education. Learning from and with Each Other. London: Routledge.
  • Britt, R. 2006. “Online Education: A Survey of Faculty and Students.” Radiologic Technology 77 (3): 183–190.
  • Castellanos-Reyes, D. 2020. “20 Years of the Community of Inquiry Framework.” TechTrends 64 (4): 557–560. doi:10.1007/s11528-020-00491-7.
  • Celani, M. A. A., and H. Collins. 2005. “Critical Thinking in Reflective Sessions and in Online Interactions.” AILA Review 18 (1): 41–57. doi:10.1075/aila.18.05cel.
  • Darabi, A., M. C. Arrastia, D. W. Nelson, T. Cornille, and X. Liang. 2011. “Cognitive Presence in Asynchronous Online Learning: A Comparison of Four Discussion Strategies.” Journal of Computer Assisted Learning 27 (3): 216–227. doi:10.1111/j.1365-2729.2010.00392.x.
  • Demuyakor, J. 2020. “Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China.” Online Journal of Communication and Media Technologies 10 (3): e202018. doi:10.29333/ojcmt/8286.
  • Dixson, M. D. 2015. “Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE).” Online Learning 19 (4): n4. doi:10.24059/olj.v19i4.561.
  • Evans, S., T. Knight, A. Walker, and W. Sutherland-Smith. 2020. “Facilitators’ Teaching and Social Presence in Online Asynchronous Interprofessional Education Discussion.” Journal of Interprofessional Care 34 (4): 435–443. doi:10.1080/13561820.2019.1622517.
  • Fiock, H. 2020. “Designing a Community of Inquiry in Online Courses.” The International Review of Research in Open and Distributed Learning 21 (1): 135–153. doi:10.19173/irrodl.v20i5.3985.
  • Garrison, R. 2000. “Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues.” International Review of Research in Open and Distributed Learning 1 (1): 1–17. doi:10.19173/irrodl.v1i1.2.
  • Garrison, D. R., T. Anderson, and W. Archer. 1999. “Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education.” The Internet and Higher Education 2 (2-3): 87–105. doi:10.1016/S1096-7516(00)00016-6.
  • Garrison, D. R., T. Anderson, and W. Archer. 2001. “Critical Thinking, Cognitive Presence, and Computer Conferencing in Distance Education.” American Journal of Distance Education 15 (1): 7–23. doi:10.1080/08923640109527071.
  • Garrison, D. R., and J. B. Arbaugh. 2007. “Researching the Community of Inquiry Framework: Review, Issues, and Future Directions.” The Internet and Higher Education 10 (3): 157–172. doi:10.1016/j.iheduc.2007.04.001.
  • Garrison, D. R., M. Cleveland-Innes, and T. S. Fung. 2010. “Exploring Causal Relationships among Teaching, Cognitive and Social Presence: Student Perceptions of the Community of Inquiry Framework.” The Internet and Higher Education 13 (1-2): 31–36. doi:10.1016/j.iheduc.2009.10.002.
  • Gillies, D. 2008. “Student Perspectives on Videoconferencing in Teacher Education at a Distance.” Distance Education 29 (1): 107–118. doi:10.1080/01587910802004878.
  • Gosmire, D., M. Morrison, and J. Van Osdel. 2009. “Perceptions of Interactions in Online Courses.” MERLOT Journal of Online Learning and Teaching 5 (4): 609–617.
  • Han, S. Y., and J. R. Hill. 2007. “Collaborate to Learn, Learn to Collaborate: Examining the Roles of Context, Community, and Cognition in Asynchronous Discussion.” Journal of Educational Computing Research 36 (1): 89–123. doi:10.2190/A138-6K63-7432-HL10.
  • Hodges, C. B., S. Moore, B. B. Lockee, T. Trust, and M. A. Bond. 2020. The Difference Between Emergency Remote Teaching and Online Learning.
  • Hrastinski, S. 2008. “Asynchronous and Synchronous e-Learning.” Educause Quarterly 31 (4): 51–55.
  • Kreijns, K., K. Xu, and J. Weidlich. 2021. “Social Presence: Conceptualization and Measurement.” Educational Psychology Review, 1–32. doi:10.1007/s10648-021-09623-8.
  • Li, X., and Y. Yu. 2020. “Characteristics of Asynchronous Online Discussions in a Graduate Course: An Exploratory Study.” Information and Learning Sciences.
  • Lowry, P. B., T. L. Roberts, N. C. Romano Jr, P. D. Cheney, and R. T. Hightower. 2006. “The Impact of Group Size and Social Presence on Small-Group Communication: Does Computer-Mediated Communication Make a Difference?” Small Group Research 37 (6): 631–661. doi:10.1177/1046496406294322.
  • Maddrell, J. A., G. R. Morrison, and G. S. Watson. 2017. “Presence and Learning in a Community of Inquiry.” Distance Education 38 (2): 245–258. doi:10.1080/01587919.2017.1322062.
  • Magana, A. J., H. W. Fennell, C. Vieira, and M. L. Falk. 2019. “Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices.” Journal of Engineering Education 108 (2): 276–303. doi:10.1002/jee.20264.
  • Martin, F., T. Wu, L. Wan, and K. Xie. 2022. “A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments.” Online Learning 26: 1. doi:10.24059/olj.v26i1.2604.
  • McHugh, M. L. 2012. “Interrater Reliability: The Kappa Statistic.” Biochemia Medica 22 (3): 276–282. doi:10.11613/BM.2012.031.
  • Mehall, S. 2020. “Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured?” Online Learning 24 (1): 182–204. doi:10.24059/olj.v24i1.2002.
  • Molnar, A. L., and R. C. Kearney. 2017. “A Comparison of Cognitive Presence in Asynchronous and Synchronous Discussions in an Online Dental Hygiene Course.” American Dental Hygienists’ Association 91 (3): 14–21.
  • Moorhouse, B. L., and K. M. Wong. 2022. “Blending Asynchronous and Synchronous Digital Technologies and Instructional Approaches to Facilitate Remote Learning.” Journal of Computers in Education 9 (1): 51–70. doi:10.1007/s40692-021-00195-8.
  • Naidu, S., M. Menon, C. Gunawardena, D. Lekamge, and S. Karunanayaka. 2007. How Scenario-Based Learning Can Engender Reflective Practice in Distance Education. New Jersey: Lawrence Erlbaum Associates.
  • Nowell, L. S., J. M. Norris, D. E. White, and N. J. Moules. 2017. “Thematic Analysis: Striving to Meet the Trustworthiness Criteria.” International Journal of Qualitative Methods 16 (1): 1609406917733847. doi:10.1177/1609406917733847.
  • Olubunmi, S., and J. McCracken. 2008. “Detecting Critical Thinking in Synchronous Online Discussions: The Potential Role for Instant Messaging in Higher Education.” Paper presented at the E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education.
  • Oyarzun, B., C. Hancock, S. Salas, and F. Martin. 2021. “Synchronous Meetings, Community of Inquiry, COVID-19, and Online Graduate Teacher Education.” Journal of Digital Learning in Teacher Education 37 (2): 111–127. doi:10.1080/21532974.2021.1890653.
  • Polkowski, Z., R. Jadeja, and N. Dutta. 2020. “Peer Learning in Technical Education and It’s Worthiness: Some Facts Based on Implementation.” Procedia Computer Science 172: 247–252. doi:10.1016/j.procs.2020.05.039.
  • Purwandari, E. P., K. Junus, and H. B. Santoso. 2022. “Exploring E-Learning Community of Inquiry Framework for Engineering Education.” International Journal of Instruction 15 (1): 619–632. doi:10.29333/iji.2022.15135a.
  • Reese, S. A. 2015. “Online Learning Environments in Higher Education: Connectivism vs. Dissociation.” Education and Information Technologies 20 (3): 579–588. doi:10.1007/s10639-013-9303-7.
  • Rockinson-Szapkiw, A. J. 2009. “The Impact of Asynchronous and Synchronous Instruction and Discussion on Cognitive Presence, Social Presence, Teaching Presence, and Learning.” Regent University.
  • Rockinson-Szapkiw, A., and J. Wendt. 2015. “Technologies That Assist in Online Group Work: A Comparison of Synchronous and Asynchronous Computer Mediated Communication Technologies on Students’ Learning and Community.” Journal of Educational Multimedia and Hypermedia 24 (3): 263–279.
  • Rourke, L., T. Anderson, D. R. Garrison, and W. Archer. 1999. “Assessing Social Presence in Asynchronous Text-Based Computer Conferencing.” The Journal of Distance Education/Revue de L'ducation Distance 14 (2): 50–71.
  • Rozitis, C. P. 2017. “Instructional Design Competencies for Online High School Teachers Modifying Their own Courses.” TechTrends 61 (5): 428–437. doi:10.1007/s11528-017-0204-2.
  • Sadaf, A., T. Wu, and F. Martin. 2021. “Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019.” Computers and Education Open 2: 100050. doi:10.1016/j.caeo.2021.100050.
  • Sánchez-Cruzado, C., R. Santiago Campión, and M. Sánchez-Compaña. 2021. “Teacher Digital Literacy: The Indisputable Challenge After COVID-19.” Sustainability 13 (4): 1858. doi:10.3390/su13041858.
  • Schullo, S., A. Hilbelink, M. Venable, and A. E. Barron. 2007. “Selecting a Virtual Classroom System: Elluminate Live vs. Macromedia Breeze (Adobe Acrobat Connect Professional).” MERLOT Journal of Online Learning and Teaching 3 (4): 331–345.
  • Schwartz, D. L., J. M. Tsang, and K. P. Blair. 2016. The ABCs of how we Learn: 26 Scientifically Proven Approaches, how They Work, and When to use Them. WW Norton & Company.
  • Shea, P., and T. Bidjerano. 2009. “Community of Inquiry as a Theoretical Framework to Foster “Epistemic Engagement” and “Cognitive Presence” in Online Education.” Computers & Education 52 (3): 543–553. doi:10.1016/j.compedu.2008.10.007.
  • Shea, P., S. Hayes, J. Vickers, M. Gozza-Cohen, S. Uzuner, R. Mehta, A. Valchova, & P. Rangan. 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. doi:10.1016/j.iheduc.2009.11.002.
  • Swan, K., and L. F. Shih. 2005. “On the Nature and Development of Social Presence in Online Course Discussions.” Journal of Asynchronous Learning Networks 9 (3): 115–136.
  • Szeto, E. 2015. “Community of Inquiry as an Instructional Approach: What Effects of Teaching, Social and Cognitive Presences are There in Blended Synchronous Learning and Teaching?” Computers & Education 81: 191–201. doi:10.1016/j.compedu.2014.10.015.
  • Tan, C. 2021. “The Impact of COVID-19 Pandemic on Student Learning Performance from the Perspectives of Community of Inquiry.” Corporate Governance: The International Journal of Business in Society 21 (6): 1215–1228.
  • Tan, H. R., W. H. Chng, C. Chonardo, M. T. T. Ng, and F. M. Fung. 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. doi:10.1021/acs.jchemed.0c00541.
  • Tang, Y. M., P. C. Chen, K. M. Law, C. H. Wu, Y.-y. Lau, J. Guan, … G. T. Ho. 2021. “Comparative Analysis of Student's Live Online Learning Readiness During the Coronavirus (COVID-19) Pandemic in the Higher Education Sector.” Computers & Education 168: 104211. doi:10.1016/j.compedu.2021.104211.
  • Topping, K. J. 2005. “Trends in Peer Learning.” Educational Psychology 25 (6): 631–645. doi:10.1080/01443410500345172.
  • Tu, C.-H., and M. McIsaac. 2002. “The Relationship of Social Presence and Interaction in Online Classes.” The American Journal of Distance Education 16 (3): 131–150. doi:10.1207/S15389286AJDE1603_2.
  • Wang, Y., and N.-S. Chen. 2007. “Online Synchronous Language Learning: SLMS Over the Internet.” Innovate: Journal of Online Education 3 (3).
  • Wieman, C. E. 2019. “Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training.” Daedalus 148 (4): 47–78. doi:10.1162/daed_a_01760.
  • Williams, M., and T. Moser. 2019. “The art of Coding and Thematic Exploration in Qualitative Research.” International Management Review 15 (1): 45–55.
  • Zhang, L., R. A. Carter Jr, X. Qian, S. Yang, J. Rujimora, and S. Wen. 2022. “Academia's Responses to Crisis: A Bibliometric Analysis of Literature on Online Learning in Higher Education During COVID-19.” British Journal of Educational Technology 53 (3): 620–646. doi:10.1111/bjet.13191.