Examining communities of inquiry in Massive Open Online Courses: the role of study strategies

Vitomir Kovanović, Srećko Joksimović, Oleksandra Poquet, Thieme Hennis, Pieter de Vries, Marek Hatala, Shane Dawson, George Siemens, Dragan Gašević

    Research output: Contribution to journalArticleResearchpeer-review

    42 Citations (Scopus)


    This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

    Original languageEnglish
    Pages (from-to)20-43
    Number of pages24
    JournalInternet and Higher Education
    Publication statusPublished - Jan 2019


    • Community of inquiry model
    • Higher education
    • Massive open online courses
    • Online learning
    • Study strategies

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