Community of inquiry as a foundation for academic success: A study of social, teaching and cognitive presence in undergraduate nursing hybrid courses

Date

2008-05

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Publisher

Texas Tech University

Abstract

Hybrid courses are becoming the mainstay of Higher Education. One might argue that these technologies distract from learning and that students may not feel connected. Little quantitative research has been completed in this area. The purpose of this study was to examine the impact of Community factors as predictors of undergraduate nursing student success within a private intercollegiate university in the Southwestern United States. The goal was to contribute to the field of instructional technology design with a focus on the nursing undergraduate hybrid environment. This study employed a nonexperimental descriptive and correlational design. A comparative design was also employed. Research questions were related to comparisons of measures of academic success and correlations to examine relationships of the community domains of Social Presence, Cognitive Presence, Teaching Presence, Connectedness and Learning. The sample size was 81(n). Descriptive and Inferential statistics were computed. Significant Pearson correlations were identified within and between grade levels. No differences were found for performance level between groups. Five out of 5 correlations were statistically significant. The correlations of the Cognitive presence domain were statistically significant with the correlations for the domains of Social Presence, Connectedness and Learning. The correlations of the Teaching presence domain were statistically significant with the correlations for the domains of Cognitive Presence, Social Presence, Connectedness and Learning. The correlations of the Social Presence domain were statistically

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