Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18912
Title: 
Authors: 
Issue Date: 
2016
Citation: 
Choy, J. L. F., & Quek, C. L. (2016). Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology, 32(4), 106-124. https://dx.doi.org/10.14742/ajet.2500
Abstract: 
With the advancement in technology, learners are spending a substantial amount of time on online
learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer,
1999), this study examined the relationships among students’ perceived teaching element, social
element, cognitive element, satisfaction, continuous academic-related online performance, and
academic achievement. A revised form of the CoI survey instrument was administered to 167
polytechnic students (aged between 17 and 24) enrolled in a nutrition course in a polytechnic in
Singapore. Results from path analysis confirmed the hypothesised relationships among the three
elements of the CoI framework (i.e., social, teaching, and cognitive) and students’ learningrelated
outcomes (i.e., satisfaction, continuous academic-related online performance, and
academic achievement). However, only the cognitive element had a direct relationship with
continuous academic-related online performance and satisfaction. In addition, the continuous
academic-related online performance mediated the relationships between the cognitive element
and academic achievement. Generally, the hypothesized model was able to explain 46% of the
variance in students’ online course satisfaction and 62% of the variance in students’ academic
achievements.
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