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Title:
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RELATIONSHIP BETWEEN TEACHING PRESENCE AND SHARED-METACOGNITION IN ONLINE CASE-BASED COURSES |
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Author(s):
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Ayesha Sadaf, Stella Yun Kim and Adrie Koehler |
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ISBN:
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978-989-8704-52-8 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2023 |
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Edition:
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Single |
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Keywords:
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Shared-Metacognition, Case-Based Instruction, Online Courses, Online Learning |
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Type:
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Full |
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First Page:
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77 |
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Last Page:
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83 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This study investigated student perceived shared-metacognition-self-regulation and co-regulation-as explained by three teaching presence sub-elements-Instructional Design, Direct Instruction, and Facilitation-in an online case-based course. 113 online graduate students enrolled in an advanced instructional design course participated in the study. Data were collected through the Community of Inquiry survey and a shared metacognition questionnaire survey. The findings revealed that students perceived Direct Instruction as a significant predictor of their shared-metacognition (self-regulation and co-regulation) in online case-based courses. The findings highlight the importance of teaching presence for Direct Instruction to increase self and co-regulation for maximizing the quality of online case-based instruction. The findings of this study will be helpful for researchers and practitioners who design and teach online courses to promote metacognition. |
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