Abstract:

Previous studies employing the community of inquiry (CoI) framework have revealed positive relationships between teaching presence (teachers’ design and facilitation of learning activities), social presence (students’ social interaction and identification as members of the community), and cognitive presence (students’ engagement in productive learning processes such as problem-solving), and their impacts on student outcomes. Researchers have also proposed revised CoI frameworks by adding a fourth dimension, such as learning presence (self-regulation and self-efficacy), regulatory presence (self-regulation, motivation, and metacognition), and emotional presence (emotional intelligence) in explaining learner-specific elements affecting student outcomes. Nonetheless, existing studies have tended to ignore the role of other-oriented learning differences, such as peer feedback orientation (receptivity of peer feedback), in affecting students’ perception of the CoI and related outcomes. Peer feedback orientation is a four-dimensional construct (perception of utility, self-efficacy, accountability, and social awareness of peer feedback). Feedback orientation has been evidenced in previous studies in influencing student learning engagement and academic emotions at schools and universities, and employee work performance in organisations.

This study contributes to the current debate by investigating the effect of peer feedback orientation on students’ (n=177) perception of the CoI and positive emotions. Situated in two teacher education programmes, this study involved students in collaborative problem-solving tasks via a full online teaching mode. The online learning tasks involved students in small-group discussions of authentic problems to propose solutions by applying academic concepts, which were shared via e-learning tools, such as Padlet and Google Docs, to receive peer feedback from peer groups. A questionnaire comprising the CoI survey, Peer Feedback Orientation Scale (PFOS) and a short positive emotion scale was used to investigate students’ perceptions. Cluster analysis yield four groups according to their levels of Peer Feedback Orientation (high; medium 1- lacking peer feedback self-efficacy; medium 2 – lacking peer feedback utility; low). Nonparametric test revealed significant differences among the four PFO groups in terms perceived teaching, social, and cognitive presences, as well as the emotions of hope and enjoyment. Theoretical and practical implications are discussed and future research directions are suggested.

Keywords:

Community of inquiry, collaborative problem-solving, peer feedback orientation, positive emotions, online learning environment.