عنوان

Teaching, social, and cognitive presences and their relations to students' characteristics and academic performance in blended learning courses in a Tanzanian University

شماره

LA107845

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

Teaching, social, and cognitive presences and their relations to students' characteristics and academic performance in blended learning courses in a Tanzanian University

نام عام مواد

[Article]

نام نخستين پديدآور

Mustapha Almasi, Chang Zhu, Haruni Machumu, et al.

محل نشرو پخش و غیره

Leiden

نام ناشر، پخش کننده و غيره

Brill

متن يادداشت

This study examines teaching, social, and cognitive presences in relation to students' academic performance in blended learning courses in a Tanzanian university. The study involved 353 students and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students' perceptions of teaching, social, and cognitive presences. Performance scores consisted of students' coursework and final examination grades. The results showed no statistically significant differences in the reported scores of teaching, cognitive, and social presences based on gender and age groups. Students with more advanced ICT skills reported higher teaching, social, and cognitive presences. Reported teaching presence was significantly different among the blended learning courses. Teaching, social, and cognitive presences showed a positive correlation with each other. The conclusion shows that although positively correlated, social and cognitive presences were not predictors of students' performance; however, ICT skills were important in the studied courses. This study examines teaching, social, and cognitive presences in relation to students' academic performance in blended learning courses in a Tanzanian university. The study involved 353 students and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students' perceptions of teaching, social, and cognitive presences. Performance scores consisted of students' coursework and final examination grades. The results showed no statistically significant differences in the reported scores of teaching, cognitive, and social presences based on gender and age groups. Students with more advanced ICT skills reported higher teaching, social, and cognitive presences. Reported teaching presence was significantly different among the blended learning courses. Teaching, social, and cognitive presences showed a positive correlation with each other. The conclusion shows that although positively correlated, social and cognitive presences were not predictors of students' performance; however, ICT skills were important in the studied courses.

تاريخ نشر

2018

توصيف ظاهري

73-89

عنوان

Afrika Focus

شماره جلد

31/1

شماره استاندارد بين المللي پياييندها

2031-356X

اصطلاح موضوعی

academic performance

اصطلاح موضوعی

blended learning

اصطلاح موضوعی

cognitive presence

اصطلاح موضوعی

social presence

اصطلاح موضوعی

teaching presence

مستند نام اشخاص تاييد نشده

Chang Zhu

مستند نام اشخاص تاييد نشده

Haruni Machumu

مستند نام اشخاص تاييد نشده

Mustapha Almasi

شماره بازیابی

10.1163/2031356X-03101005

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Article]

کد کاربرگه

275578

سطح دسترسي

a

تكميل شده

Y