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首页> 外文期刊>Journal of neurosurgical sciences >Using the Community of Inquiry Framework to Understand Students' Learning Experience in Online Undergraduate Business Courses
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Using the Community of Inquiry Framework to Understand Students' Learning Experience in Online Undergraduate Business Courses

机译：使用查询框架社区来了解在线本科商业课程中的学生学习经验

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摘要

This paper presents the results of a study that explored undergraduate students' perceptions of cognitive, social, and teaching presences in online business courses and their relationship to students' course satisfaction in addition to demographic variables. Student engagement has proven to be one of the main reasons for student retention and satisfaction in online courses and the Community of Inquiry (CoI) framework by Garrison, Anderson, and Archer promised to provide clear structure to identify student engagement. A total of 223 business undergraduate students participated in the online survey adapted from the CoI survey (Garrison et al., The Internet and Higher Education, 2(2-3), 87-105, 2000) with additional demographic variables. Results indicated that teaching presence and cognitive presence of the CoI framework has a significant impact on the course rate of online undergraduate business courses confirmed by the Structural Equation Modeling (SEM). A moderation effect of gender on the relationship between age and course rate was also found.
机译：本文提出了一项研究的结果，探讨了在线商业课程的认知，社会和教学课程的本科生，以及他们与学生课程的关系以及除了人口统计变量的关系。学生订婚已被证明是在线课程中学生保留和满足的主要原因之一，以及驻军，安德森和射手承诺提供明确的结构来识别学生参与的挑战。共有223名商业本科学生参加了从COI调查（Garrison等人，互联网和高等教育，2（2-3），87-105,2000）的在线调查中参加了在线调查，其中包含额外的人口变量。结果表明，COI框架的教学存在和认知存在对由结构方程建模（SEM）确认的在线本科商业课程的课程率产生了重大影响。还发现了性别对年龄和课程率之间关系的适度影响。

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