The Effect Of Community Of Inquiry On Online Self-Regulated Learning Of Undergraduate Students

The gap of time and geography of online learning leads to the self-agency of college students,which requires them to reinforce the motivation based on learning goals,maintain emotional stability,and finally translate into self-regulated learners.However,it is poor of college students’ selfregulation learning performance,such as weak self-learning ability,insufficient participation,lack of certain reflection and communication.Therefore,how to facilitate online self-regulated learning(OSRL)has been the focus of academic circles.By tracing theoretical basis and learning from practical problems,this study considers community of inquiry(Co I)as a significant perspective for online self-regulated learning.Therefore,this paper explores three core questions around the effect of Co I on OSRL,that is,(1)What is the growth trajectory of Co I and OSRL?(2)What is the relationship between Co I and OSRL as time goes by?(3)What is the relationship between teaching,social and cognitive presence?In view of the first and second research question,this paper conducts four follow-up tests on 87 undergraduate students based on the experience sampling method lasting one semester.Also,we try to explore how Co I and OSRL evolve over time using unconditional latent growth model and assess the relationships between Co I and OSRL using conditional latent growth model.We find that(1)The level of students’ awareness of teaching presence drops from time 1 to time 4.The level of students’ awareness of social and cognitive presence increases from time 1 to time 4.(2)Students who reported higher levels of teaching presence were found to have lower levels and slower growth of online selfregulated learning.And a student who has greater growth rate of teaching presence will be likely to have lower growth of online self-regulated learning.(3)Students with high levels of social presence would contribute to a higher level and rate of growth of online self-regulated learning.And the faster students’ social presence develops,the faster their online self-regulated learning develops.(4)Students who had greater cognitive presence would have higher online self-regulated learning levels and a faster growth of it.Also,the faster students’ awareness of cognitive presence develops,the faster their online self-regulated learning develops.In view of the third research question,this paper selects some participants for interviews through qualitative research methods,thus refining the influencing factors model of online self-regulated learning.We find that(1)TP promotes to SP and CP;(2)SP plays a mediating role in the effect of TP on CP;(3)CP plays a mediating role in the effect of TP on OSRL;(4)SP and CP play a chain mediating role in the effect of TP on OSRL.As illustrated above,we put forward the following suggestions:(1)Fully pay attention to the importance of teaching existence,and promote the transformation of external adjustment to internal;(2)Teachers can build a communication platform to promote the exchange and interaction of learners,and maintain the social existence of learners;(3)Play the "hub" role of cognitive existence,and cultivate learners’ holographic concept by adjusting individual-level factors such as learners’ cognition,attitude,and motivation.