Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course

  • Jeanette Lyn Fung Choy National Institute of Education (NIE), Singapore
  • Choon Lang Quek National Institute of Education (NIE)
Keywords: Community of Inquiry, Online learning environment, Blended course

Abstract

With the advancement in technology, learners are spending a substantial amount of time on online learning. Guided by the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999), this study examined the relationships among students’ perceived teaching element, social element, cognitive element, satisfaction, continuous academic-related online performance, and academic achievement. A revised form of the CoI survey instrument was administered to 167 polytechnic students (aged between 17 and 24) enrolled in a nutrition course in a polytechnic in Singapore. Results from path analysis confirmed the hypothesised relationships among the three elements of the CoI framework (i.e., social, teaching, and cognitive) and students’ learning-related outcomes (i.e., satisfaction, continuous academic-related online performance, and academic achievement). However, only the cognitive element had a direct relationship with continuous academic-related online performance and satisfaction. In addition, the continuous academic-related online performance mediated the relationships between the cognitive element and academic achievement. Generally, the hypothesized model was able to explain 46% of the variance in students’ online course satisfaction and 62% of the variance in students’ academic achievements.

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Author Biography

Choon Lang Quek, National Institute of Education (NIE)
Head of the Learning Sciences and Technologies Academic Group
Published
2016-11-07
How to Cite
Choy, J. L. F., & Quek, C. L. (2016). Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology, 32(4). https://doi.org/10.14742/ajet.2500