scholarly journals The role of community of inquiry and self-efficacy on accounting students’ satisfaction in online learning environment

2021 ◽  
Vol 25 (1) ◽  
pp. 1-16
Author(s):  
Fachmi Pachlevi Yandra ◽  
Badr Alsolami ◽  
Ivana Oktarina Sopacua ◽  
Wisnu Prajogo
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Social Presence ◽  
Self Efficacy ◽  
Community Of Inquiry ◽  
Accounting Students ◽  
Educational Institutions ◽  
Online Learning Environment ◽  
Higher Educational Institutions ◽  
Students Satisfaction

The Community of Inquiry (CoI) framework provides a solid guideline for researchers to investigate a quality of online learning. However, there are still very limited studies that explore the pattern of relationships between CoI framework and accounting students’ satisfaction in online learning. In the context of online learning, self-efficacy plays a role to determine the level of students’ confidence to get success in the learning process. Students with a high level of self-efficacy will not perceive a difficult task as an obstacle to be avoided, but rather as a challenge to develop abilities. This research aims to explore the relationship between CoI framework and accounting students’ satisfaction through online learning self-efficacy. Self-administered survey was conducted to 437 accounting students. Hypothesis was tested using SEM-PLS. Results showed that CoI framework were good predictors of accounting students’ satisfaction. Different from most studies, this research found that students were more influenced by social presence instead of teaching presence. Higher educational institutions needed to focus on how to improve social presence in the online learning environment. In addition, higher educational institutions needed to manage students' online learning self-efficacy instead of technology self-efficacy.

Strategies for Establishing and Sustaining Social Presence in the Online Learning Environment

2015 ◽  
pp. 251-265
Author(s):  
Credence Baker ◽  
Sarah Maben ◽  
Jennifer Edwards
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Instructional Practices ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
Online Learning Environment ◽  
Complicated Task

Establishing a level of comfort in which students feel at ease in an online course is primarily the responsibility of the professor, but fostering this community of inquiry is a complicated task. While research is rich with regard to broad instructional practices that can be used to foster social presence, practical strategies and examples for faculty to use are lacking in the literature. This chapter describes specific social presence-related instructional strategies used to foster an atmosphere of sharing, support, and success for students enrolled in online courses.

Measurement of Social presence influence student satisfaction in an acupuncture online training

2021 ◽  
Vol 07 ◽  
Author(s):  
Yun Jin Kim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Survey ◽  
Online Training ◽  
P Value ◽  
Online Learning Environment ◽  
The Social ◽  
Students Satisfaction

Purpose: The current COVID-19 pandemic is affecting medical institutions in way that may disrupt the learning of medical educations. This study purposed to evaluate students’ satisfaction, online learning environment, and social presence of students’ clinical acupuncture online learning. Methods: The participants of this study (N= 40) were registered for a bachelor of medicine program of Traditional Chinese Medicine in 2018 and enrolled in the clinical acupuncture online training course started from March 2020. A self-evaluated online survey based online learning environment, students’ satisfaction, and social presence were used for data collection. All data are shown as mean (M) ± standard deviation (SD). A p-value of <0.05 was considered statistically significant. Multiple regression analysis was used to address the effects of learning environment on social presence and student’ s satisfaction with online learning on social presence. Results: The results explained that measure the students’ satisfaction of online learning in the clinical acupuncture and their effect of learning environment and social presence. Learning environment categories related to the motivational needs and the social presence items were significantly correlated p< 0.05. The results of this study advised the social presence explained for the variance in students’ satisfaction in clinical acupuncture online training. Conclusions: These findings support the use of online learning obtain factors that affect the variance of student satisfaction in clinical acupuncture online learning. It can be explained that the primary deficiencies in assigning clinical acupuncture online learning at the undergraduate level fall within the social contexts and interpersonal.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Building Social Presence through Engaging Online Instructional Strategies

2015 ◽  
pp. 133-156 ◽  
Author(s):  
Sara K. Mitchell ◽  
MaryFriend Shepard
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Social Presence ◽  
Learning Process ◽  
Critical Discourse ◽  
Online Learning Environment ◽  
Mutual Trust ◽  
Complex Cognition ◽  
Knowledge Strategies

Social presence in the online learning environment is best developed when the instructor is the facilitator of knowledge and the students are the seekers of knowledge. Strategies for consciously developing social presence among learners are provided. This chapter includes the Online Steps to Complex Cognition, an educational model that displays five successive stages of the online learning process and how social presence can be heightened at each stage. Positive levels of social presence allow students to engage in critical discourse and promote learning as they intellectually and socially engage and build a level of mutual trust and respect with their teachers and with other learners.

scholarly journals SELF-EFFICACY AMONG STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS DURING ONLINE LEARNING SELF-EFFICACY AMONG STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS DURING ONLINE LEARNING

2021 ◽  
Vol 2 ◽  
pp. 230-235
Author(s):  
Dora Levterova-Gadjalova ◽  
Galin Tsokov
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Distance Learning ◽  
Self Efficacy ◽  
Cognitive Distortion ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Learning Content ◽  
Higher Educational ◽  
Learning Competencies

Distance learning around the world has set new requirements for educational institutions and particularly for the students. Self-efficacy is one of the essential factors for success. Self-efficacy in an online learning environment is related to the confidence in one's ability to succeed, knowledge and ability to use the technology, and the casualness of success in the new education model, which is evolving rapidly from Education 2.0. to Education 4.0. A survey was conducted among 134 students from higher educational institutions (HEIs). The results of the study demonstrate that self-assessment,  emotional responses, motivation for academic success, and self-referential information of students in HEIs regarding the learning content are unstable.  A rise in the knowledge and usage of various electronic devices and electronic resources has been reported along with a rise in cognitive load. There is an effect of cognitive distortion on mastering the learning content and setting more challenging goals in terms of the transition from the traditional model of learning to distance learning and on their learning competencies .

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