The Predictive Power Of Social and Teaching Presence On Cognitive Presence

Year 2017, Volume: 25 Issue: 4, 1319 - 1336, 15.07.2017

Ebru Öztürk Mukaddes Erdem Deniz Deryakulu

Abstract

Community of Inquiry Model defines operations and behaviors required for the construction
of knowledge and meaning in online or blended learning environments according to the
development of cognitive, social and teaching presence structures. Even though the dynamic
relationship between these three factors was verified by many researchers, some others
criticized the model suggesting that the effect of social presence on cognitive presence was
insignificant. The purpose of this study, which was designed to discuss the criticisms directed to the model, is to explore whether social and teaching presence in the Facebook groups that
were formed in accordance with the community of inquiry model predict cognitive presence or
not. The study was conducted with a semi-experimental design.Data were obtained according
to the Community of Inquiry Scale. Regression analysis was employed in the analysis of data.
The analytical results indicated that social and teaching presence were significant predictors
of cognitive presence, and social presence explained the majority of variance in cognitive
presence.

Keywords

community of inquiry framework, social presence, cognitive presence and teaching presence

Toplumsal Buradalık ve Öğretimsel Buradalığın Bilişsel Buradalığı Yordama Gücü

Abstract

Araştırma Topluluğu Modeli çevrimiçi ya da harmanlanmış öğrenme ortamlarında bilginin
ve anlamın inşaası için gereken işlem ve davranışları, bilişsel, toplumsal ve öğretimsel buradalık
arasındaki ilişkinin gelişimiyle açıklamaktadır. Bu üç öge arasındaki dinamik ilişki, pek çok
araştırmacı tarafından doğrulansa da bazı araştırmacılar toplumsal buradalığın bilişsel
buradalık üzerindeki etkisinin anlamlı olmadığını öne sürmekte ve modeli eleştirmektedir.
Modele yöneltilen eleştirileri tartışmak üzere planlanan bu çalışmanın amacı, araştırma
topluluğu modeline göre oluşturulan Facebook gruplarındaki toplumsal ve öğretimsel
buradalık algısının bilişsel buradalık algısını yordayıp yordamadığını incelemektir. Çalışma
yarı deneysel desende yürütülmüş ve çalışmada Araştırma Topluluğu Ölçeği kullanılmıştır.
Veriler çoklu regresyon analizi ile incelenmiştir. Analiz sonuçları toplumsal ve öğretimsel
buradalığın, bilişsel buradalığı anlamlı olarak yordadığı ve toplumsal buradalığın bilişsel
buradalıkta oluşan varyansın oldukça önemli bir bölümünü açıkladığını göstermiştir.  

Keywords

araştırma topluluğu modeli, bilişsel buradalık, toplumsal buradalık ve öğretimsel buradalık

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