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

Show full item record

Title: Community of inquiry as a foundation for academic success: A study of social, teaching and cognitive presence in undergraduate nursing hybrid courses
Author: Shornak Ouimette, Nina Lynn
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
URI: http : / /hdl .handle .net /2346 /18705
Date: 2008-05

Citation

Community of inquiry as a foundation for academic success: A study of social, teaching and cognitive presence in undergraduate nursing hybrid courses. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /18705 .

Files in this item

Files Size Format View
ouimette_nina_diss.pdf 1.168Mb application/pdf View/Open

This item appears in the following Collection(s)

Show full item record

Search DSpace

Advanced Search

Browse