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ERIC Number: EJ1142364
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Role of Perceived Learning and Communities of Inquiry in Predicting International Students' Course Grades in Computer-Mediated Graduate Courses
Wendt, Jillian L.; Nisbet, Deanna L.
Journal of Research in Education, v27 n1 p1-23 2017
This study examined the predictive relationship among international students' sense of community, perceived learning, and end-of-course grades in computer-mediated, U.S. graduate-level courses. The community of inquiry (CoI) framework served as the theoretical foundation for the study. Step-wise hierarchical multiple regression showed no statistically significant relationship between the constructs of CoI (social presence, teaching presence, and cognitive presence), perceived learning, and end of course grades. These findings are contrary to previous research findings and initial development of a predictive model utilizing CoI and perceived learning in a non-international population, thus demonstrating that international students may not experience instruction and the instructional environment in the same way as non-international students. Findings hold important implications for the design and delivery of graduate level courses for the international student population and support the need to examine other predictive factors of international student achievement.
Descriptors: Predictor Variables, Foreign Students, Grades (Scholastic), Graduate Students, Computer Assisted Instruction, Educational Technology, Communities of Practice, Regression (Statistics), Interpersonal Relationship, Student Attitudes, Conventional Instruction, Teaching Methods, Correlation, Student Surveys
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: email@example.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia