Investigation of Instructional, Cognitive and Social Presence of Teacher Candidates in Online Synchronous Courses

Abstract

This study aims to reveal the cognitive, social, and instructional presence of preservice teachers in synchronous online courses and to determine the relationship among these components. The research was conducted in online synchronous educational sciences courses at a state university in Ankara during the fall semester of the 2024-2025 academic year. The study group consisted of 496 students. A mixed method was used in the study. Quantitative data were obtained using the Community of Inquiry Survey, while qualitative data were obtained using a semi-structured interview form developed by the researcher. According to the findings obtained from the quantitative stage, the students' cognitive, instructional and social presence were found to be at “high” levels. It was found that there was a positive and significant relationship above the moderate level between cognitive and social presence, a moderate level between instructional and social presence, and a moderate level between cognitive and instructional presence. According to the findings obtained from the qualitative stage, it was determined that teacher candidates generally had positive views regarding their cognitive, social, and instructional presence. It is believed that the obtained results will guide online education designs.

Keywords

• Teacher education
• Instructional presence
• Cognitive presence
• Social presence
• Online synchronous learning

Öğretmen Adaylarının Çevrim İçi Eşzamanlı Derslerde Öğretimsel, Bilişsel ve Sosyal Buradalıklarının İncelenmesi

Abstract

Bu çalışmada öğretmen adaylarının eş zamanlı çevrim içi derslerde bilişsel, sosyal ve öğretimsel buradalıklarının ortaya koyulması ve bu bileşenler arasındaki ilişkinin belirlenmesi amaçlanmaktadır. Araştırma, 2024-2025 akademik yılları güz döneminde Ankara ilinde bir devlet üniversitesinde çevrim içi eş zamanlı okutulan eğitim bilimleri derslerinde gerçekleştirilmiştir. Çalışma grubu toplam 496 öğrenciden oluşmaktadır. Araştırmada karma yöntem kullanılmıştır. Nicel veriler Sorgulama Topluluğu Algısı Ölçeği, nitel veriler ise araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile elde edilmiştir. Nicel basamaktan elde edilen bulgulara göre öğrencilerin bilişsel, öğretimsel ve sosyal buradalıkları “yüksek” düzeyde bulunmuştur. Bilişsel ve sosyal buradalık arasında orta düzeyin üzerinde, öğretimsel ve sosyal buradalık arasında orta düzeyde, bilişsel ve öğretimsel buradalık arasında ise orta düzeyin üzerinde pozitif ve anlamlı ilişkiler olduğu bulunmuştur. Nitel basamaktan elde edilen bulgulara göre öğretmen adaylarının bilişsel, sosyal ve öğretimsel buradalıklarına ilişkin genel olarak olumlu görüşlere sahip oldukları belirlenmiştir. Elde edilen sonuçların çevrim içi eğitim tasarımlarına yol göstereceği düşünülmektedir.

Keywords

• Öğretmen eğitimi
• Öğretimsel buradalık
• Bilişsel buradalık
• Sosyal buradalık
• Çevrim içi eşzamanlı öğrenme

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