Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach
A research article submitted to the Electronic Journal of e-Learning, Vol.18, No.4 of 2020, p324-336 .
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| Format: | Article |
| Language: | English |
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Electronic Journal of e-Learning
2024
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| Online Access: | https://eric.ed.gov/?id=EJ1276367 https://scholar.mzumbe.ac.tz/handle/123456789/701 |
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| _version_ | 1835205599453773824 |
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| author | Almasi, Mustapha Zhu, Chang |
| author_facet | Almasi, Mustapha Zhu, Chang |
| author_sort | Almasi, Mustapha |
| collection | DSpace |
| description | A research article submitted to the Electronic Journal of e-Learning, Vol.18, No.4 of 2020, p324-336 . |
| format | Article |
| id | oai:null:123456789-701 |
| institution | Mzumbe University |
| language | English |
| publishDate | 2024 |
| publisher | Electronic Journal of e-Learning |
| record_format | dspace |
| spelling | oai:null:123456789-7012024-04-19T18:52:17Z Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach Almasi, Mustapha Zhu, Chang Student Attitudes College Students Blended Learning Predictor Variables Academic Achievement A research article submitted to the Electronic Journal of e-Learning, Vol.18, No.4 of 2020, p324-336 . Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students' perceived learning. This study adopts a mixed-method approach to investigate students' perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = 0.51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation. Private 2024-04-19T18:52:10Z 2024-04-19T18:52:10Z 2020 Article APA https://eric.ed.gov/?id=EJ1276367 https://scholar.mzumbe.ac.tz/handle/123456789/701 en application/pdf Electronic Journal of e-Learning |
| spellingShingle | Student Attitudes College Students Blended Learning Predictor Variables Academic Achievement Almasi, Mustapha Zhu, Chang Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title | Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title_full | Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title_fullStr | Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title_full_unstemmed | Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title_short | Investigating students' perceptions of cognitive presence in relation to learner performance in blended learning courses: A mixed-methods approach |
| title_sort | investigating students perceptions of cognitive presence in relation to learner performance in blended learning courses a mixed methods approach |
| topic | Student Attitudes College Students Blended Learning Predictor Variables Academic Achievement |
| url | https://eric.ed.gov/?id=EJ1276367 https://scholar.mzumbe.ac.tz/handle/123456789/701 |
| work_keys_str_mv | AT almasimustapha investigatingstudentsperceptionsofcognitivepresenceinrelationtolearnerperformanceinblendedlearningcoursesamixedmethodsapproach AT zhuchang investigatingstudentsperceptionsofcognitivepresenceinrelationtolearnerperformanceinblendedlearningcoursesamixedmethodsapproach |