learning performance

This study aimed to determine the university students’ level of social presence, preferred synchronous learning tool, and learning performance and their differences according to sex, age, year, major, Blackboard experience, and perceived computer literacy. The relationship between students’ social presence, preferred synchronous tool, and learning performance was also determined. The respondents were 29 students enrolled in the ESL online elective class, Global Business Communication, at a university in South Korea. There were two sets of online surveys used in this study. The statistical tools used in this study were the mean, Wilcoxon Signed Rank Test, Mann-Whitney Test, and Kruskal-Wallis Test. The results showed that the students maintained a Moderately High level of social presence throughout the duration of the course, chose KakaoTalk as their preferred synchronous learning tool, and concluded the course with an overall average grade, or learning performance level of “B”. There was a significant difference regarding the students’ learning performance when they were classified according to Blackboard experience; and no significant relationship existed between the students’ social presence, preferred synchronous tool, and learning performance.

The flipped classroom is one of the new approaches to learning and innovative teaching methods worldwide. Given the conditions created in the Corona pandemic and the production of the initial content of many courses, a practical experience of holding a flipped class is examined. Accordingly, the present analysis aims at assessing perceptions, experiences, quality of participation, learning performance and student satisfaction with in a flipped classroom. 18 students participated from the field of electrical engineering in this case study. The data were analyzed using statistical methods of one-sample t-test, Pearson correlation, regression coefficient, and SPSS software. The results revealed that students' access to information and resources and teachers' support and motivation significantly affected students' satisfaction. Furthermore, access to information and resources and teacher support and motivation significantly affected student-perceived learning outcomes. Finally, supporting students' participation and collaboration with each other in flipped classroom also had a significant effect on their satisfaction and perceived learning outcomes. The knowledge gained by students during the class had a significant impact on students' satisfaction and perceived learning outcomes.

The COVID-19 pandemic has necessitated a rapid shift to online learning, making the community of inquiry (COI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of COI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship suggesting the need for further investigation. This study aimed to enhance our understanding of how the COI presence influences college students' learning outcomes and whether it has a mediating role in the effect of self-efficacy and motivation on e-learner’s academic achievement. In this cross-sectional study, using a correlational research design, among all graduate students studying in online courses, a total of 269 graduate students were selected from online programs in seven public universities in Iran between April 2022 and June 2023, to be the sample of the study. The data were obtained from the answers to the community of inquiry (COI) scale, self- efficacy scale, academic motivation scale and students’ last semester grade point average. To examine the questions of the study, a path analysis was applied whose results showed that motivation and self-efficacy affected the community of inquiry positively (p<0.000). Also, the community of inquiry affected learning performance positively (p<0.000). The outcomes can provide significant theoretical and practical contributions to the key stakeholders to design a satisfying and successful online curriculum for the post-COVID-19 era and offer valuable insights into the design of productive online learning communities.