Research Article
BibTex RIS Cite

A study of an online cyber identity course designed on the basis of the community of inquiry model

Year 2023, Volume: 6 Issue: 1, 132 - 145, 31.01.2023
https://doi.org/10.31681/jetol.1198525

Abstract

The current study examines whether an online cyber identity course, which was based on the community of inquiry model, significantly affected the self-efficacy perception of school counselor candidates (SCC) in terms of technology integration. Forty-four SCC, selected using the criterion sampling method, participated in a mixed-method design study by taking a one-week online cyber identity course. The online version of the Computer Technology Integration Survey (CTIS) was used as a pre and post-test measure to collect quantitative data. Two subscales are used in the survey to measure the self-efficacy of participants. Qualitative data was collected through the use of a structured interview form which included open-ended questions regarding the social, cognitive, and teaching presence of the community of inquiry model. T-tests were conducted to detect any significant differences between the pre and post-test scores of the CTIS subscales. The results of these tests revealed that the online cyber identity course created significant differences in both SCC’s self-efficacy perception of the computer technology capabilities and strategies, and the external influences of computer technology uses. Moreover, qualitative analysis results showed that students reflected more on cognitive and teaching presence than on social presence.

Supporting Institution

The Scientific and Technological Research Council of Turkey (TÜBİTAK) supported this online course within the scope of the 2237-A Grant Program for Scientific Training.

References

  • Akyol, Z., and Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. https://doi.org/10.1016/j.iheduc.2011.01.005
  • Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distance Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
  • Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning. 12, (5), 50-56. https://doi.org/10.19173/irrodl.v12i5.924
  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1), 77-104. https://dergipark.org.tr/en/download/article-file/59804
  • Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531. https://doi.org/10.1080/1475939x.2019.1668293
  • Cennamo, K., Ross, J., & Ertmer, P. A. (2013). Technology integration for meaningful classroom use: A standards-based approach. Cengage Learning.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155- 159.
  • Çakıroğlu, N., and Kılıç, S. (2020). Understanding community in synchronous online learning: Do perceptions match behaviors? Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 105-121. https://doi.org/10.1080/02680513.2018.1500888
  • Davis, J.L., (2016). Identity theory in a digital age. In J. E. Stets & R. T. Serpe (Eds), New Directions in Identity Theory and Research, (pp.137-164). Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7). New York: McGraw-hill.
  • Garrison, D. R. (2009). Implications of online and blended learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. http://www.ijede.ca/index.php/jde/article/view/471
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge/Falmer
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
  • Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education,15(1), 7-23. https://doi.org/10.1080/08923640109527071
  • Gorsky, P., & Blau, I. (2009). Effective online teaching: A tale of two instructors. International Review of Research on Distance Learning, 10(3). http://www.irrodl.org/index.php/irrodl/article/view/712/1270
  • Kaya, G., & Usluel, Y. K. (2011). Öğrenme-öğretme süreçlerinde BİT entegrasyonunu etkileyen faktörlere yönelik içerik analizi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (31), 48-67. https://dergipark.org.tr/en/download/article-file/231642
  • Keengwe, J., OnChwari, G., & OnChwari, J. (2009). Technology and student learning: Towards a learner-centered teaching model. AACE Review (formerly AACE Journal), 17(1), 11-22. Retrieved from https://www.learntechlib.org/primary/p/26258/.
  • Kozan, K., and Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73. https://doi.org/10.1016/j.iheduc.2013.10.007
  • Kuşcu, E., & Ömerustaoğlu, A. (2021). Covid 19 sürecinde acil uzaktan öğretime devam eden öğrenci gruplarının araştırma topluluğuna evrilmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 747-775. https://doi.org/10.30964/auebfd.947964
  • LeCompte, M. D. ve Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31-60
  • Noe, A. (2005). Action in perception. MIT Press.
  • Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32(2), 66-71. https://www.learntechlib.org/p/103367/.
  • Rolim, V., Ferreira, R., Lins, R. D., and Găsević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. Internet Higher Education. 42, 53–65. https://doi.org/10.1016/j.iheduc.2019.05.001
  • Rommie, L., and Duckworth, L.P. (2020). Duckworth on education: Community of inquiry. https://www.emsworld.com/article/1224658/duckwortheducation-community-inquiry
  • Sancar, R. (2022). Siber kimlik: Kimliğin dönüşümü ve eğitim öğretim süreçlerine yansımaları. In A.A. Kurt, S. Bardakçı & H. Karal (Eds), Eğitim ve Değişim, (pp. 55-72). Ankara: Pegem Akademi.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35–44.https://pdfs.semanticscholar.org/e89c/10b62d361e4dd4da79329b5f00c2591effba.pdf
  • Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39(4), 339–361. https://doi.org/10.2190/EC.39.4.b
  • Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21, 199–217. https://doi.org/10.1007/s12528-009-9024-5
  • Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a community of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
  • Ünal, E. & Teker, N. (2018). Teknoloji entegrasyonuna yönelik öz-yeterlik algısı ölçeğinin Türkçeye uyarlanması [The Adaption of Technology Integration Self-Efficacy Scale into Turkish]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi [Journal of Social Sciences of Mus Alparslan University], 6(6), 973-978. https://doi.org/10.18506/anemon.400497
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250. https://doi.org/10.1080/15391523.2004.10782414
  • Zuo, M., Hu, Y., Luo, H., Ouyang, H., & Zhang, Y. (2022). K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory. Education and Information Technologies, 27(4), 4599-4620.
Year 2023, Volume: 6 Issue: 1, 132 - 145, 31.01.2023
https://doi.org/10.31681/jetol.1198525

Abstract

References

  • Akyol, Z., and Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. https://doi.org/10.1016/j.iheduc.2011.01.005
  • Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distance Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
  • Annand, D. (2011). Social presence within the community of inquiry framework. The International Review of Research in Open and Distributed Learning. 12, (5), 50-56. https://doi.org/10.19173/irrodl.v12i5.924
  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1), 77-104. https://dergipark.org.tr/en/download/article-file/59804
  • Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531. https://doi.org/10.1080/1475939x.2019.1668293
  • Cennamo, K., Ross, J., & Ertmer, P. A. (2013). Technology integration for meaningful classroom use: A standards-based approach. Cengage Learning.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155- 159.
  • Çakıroğlu, N., and Kılıç, S. (2020). Understanding community in synchronous online learning: Do perceptions match behaviors? Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 105-121. https://doi.org/10.1080/02680513.2018.1500888
  • Davis, J.L., (2016). Identity theory in a digital age. In J. E. Stets & R. T. Serpe (Eds), New Directions in Identity Theory and Research, (pp.137-164). Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7). New York: McGraw-hill.
  • Garrison, D. R. (2009). Implications of online and blended learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. http://www.ijede.ca/index.php/jde/article/view/471
  • Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge/Falmer
  • Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172. https://doi.org/10.1016/j.iheduc.2007.04.001
  • Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education,15(1), 7-23. https://doi.org/10.1080/08923640109527071
  • Gorsky, P., & Blau, I. (2009). Effective online teaching: A tale of two instructors. International Review of Research on Distance Learning, 10(3). http://www.irrodl.org/index.php/irrodl/article/view/712/1270
  • Kaya, G., & Usluel, Y. K. (2011). Öğrenme-öğretme süreçlerinde BİT entegrasyonunu etkileyen faktörlere yönelik içerik analizi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (31), 48-67. https://dergipark.org.tr/en/download/article-file/231642
  • Keengwe, J., OnChwari, G., & OnChwari, J. (2009). Technology and student learning: Towards a learner-centered teaching model. AACE Review (formerly AACE Journal), 17(1), 11-22. Retrieved from https://www.learntechlib.org/primary/p/26258/.
  • Kozan, K., and Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68-73. https://doi.org/10.1016/j.iheduc.2013.10.007
  • Kuşcu, E., & Ömerustaoğlu, A. (2021). Covid 19 sürecinde acil uzaktan öğretime devam eden öğrenci gruplarının araştırma topluluğuna evrilmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 747-775. https://doi.org/10.30964/auebfd.947964
  • LeCompte, M. D. ve Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31-60
  • Noe, A. (2005). Action in perception. MIT Press.
  • Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32(2), 66-71. https://www.learntechlib.org/p/103367/.
  • Rolim, V., Ferreira, R., Lins, R. D., and Găsević, D. (2019). A network-based analytic approach to uncovering the relationship between social and cognitive presences in communities of inquiry. Internet Higher Education. 42, 53–65. https://doi.org/10.1016/j.iheduc.2019.05.001
  • Rommie, L., and Duckworth, L.P. (2020). Duckworth on education: Community of inquiry. https://www.emsworld.com/article/1224658/duckwortheducation-community-inquiry
  • Sancar, R. (2022). Siber kimlik: Kimliğin dönüşümü ve eğitim öğretim süreçlerine yansımaları. In A.A. Kurt, S. Bardakçı & H. Karal (Eds), Eğitim ve Değişim, (pp. 55-72). Ankara: Pegem Akademi.
  • Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35–44.https://pdfs.semanticscholar.org/e89c/10b62d361e4dd4da79329b5f00c2591effba.pdf
  • Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39(4), 339–361. https://doi.org/10.2190/EC.39.4.b
  • Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21, 199–217. https://doi.org/10.1007/s12528-009-9024-5
  • Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a community of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
  • Ünal, E. & Teker, N. (2018). Teknoloji entegrasyonuna yönelik öz-yeterlik algısı ölçeğinin Türkçeye uyarlanması [The Adaption of Technology Integration Self-Efficacy Scale into Turkish]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi [Journal of Social Sciences of Mus Alparslan University], 6(6), 973-978. https://doi.org/10.18506/anemon.400497
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250. https://doi.org/10.1080/15391523.2004.10782414
  • Zuo, M., Hu, Y., Luo, H., Ouyang, H., & Zhang, Y. (2022). K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory. Education and Information Technologies, 27(4), 4599-4620.
There are 32 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Raziye Sancar 0000-0002-2875-9233

Deniz Atal 0000-0001-8030-9996

Ebru Kuşcu 0000-0002-1859-0286

Funda Barutçu Yıldırım 0000-0003-3630-1019

Publication Date January 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Sancar, R., Atal, D., Kuşcu, E., Barutçu Yıldırım, F. (2023). A study of an online cyber identity course designed on the basis of the community of inquiry model. Journal of Educational Technology and Online Learning, 6(1), 132-145. https://doi.org/10.31681/jetol.1198525


22029

JETOL is abstracted and indexed by ERIC - Education Resources Information Center.