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Self-determination and perceived learning in online learning communities.

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  • 1Hebei Normal University of Science & Technology, Qinhuangdao, 066004, Hebei, China.

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This study reveals that online learning presence (cognitive, social, teaching) significantly boosts student autonomy, competence, and perceived learning in China. Relatedness acts as a key mediator, enhancing these outcomes.

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ChinaOnline communitiesPerceived learningSelf-determinationUniversities

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Area of Science:

  • Educational Technology
  • Online Learning Environments
  • Psychology of Education

Background:

  • Understanding factors influencing online learning effectiveness is crucial.
  • Self-Determination Theory (SDT) provides a framework for motivation in education.
  • The Community of Inquiry (CoI) model highlights teaching, cognitive, and social presence in online settings.

Purpose of the Study:

  • To investigate the relationships between SDT constructs (autonomy, competence, relatedness) and CoI presence in Chinese online education.
  • To examine how teaching, cognitive, and social presence influence perceived learning outcomes.
  • To explore the mediating role of relatedness in the context of online learning.

Main Methods:

  • Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized.
  • The study analyzed the measurement model and discriminant validity of the conceptual framework.
  • Data was collected from online educational settings in China.

Main Results:

  • Cognitive, social, and teaching presence were significantly associated with autonomy, competence, and perceived learning.
  • Relatedness was found to be a significant mediator between presence and learning outcomes.
  • Cognitive and social presence were shown to augment cognitive processes, enhancing the mediating effect of relatedness.

Conclusions:

  • Teaching, cognitive, and social presence are vital for fostering student motivation and learning outcomes in online education.
  • Relatedness plays a critical role in mediating the impact of presence on perceived learning.
  • Findings offer insights for designing more effective and engaging online learning experiences in China.