The effects of a course based on community of inquiry model on students' engagement, attitude and satisfaction

The aim of this study is to examine the effect of the media literacy course structured with community of inquiry model teaching activities on students' perception of community of inquiry (social, cognitive, and instructional situatedness), student engagement (behavioral, affective, and cognitive engagement), attitude towards e-learning and satisfaction with the e-learning process. In line with this purpose, a randomized design with pretest-posttest control group was preferred among the experimental methods to determine the effect of the practices carried out during the experimental process. The research was conducted with a total of 34 teacher candidates, 17 of which belonged to the experimental group and 17 of which belonged to the control group, who were studying in different branches and grades within the scope of the media literacy given as an elective course in the education faculty of a state university in the spring semester of the 2021-2022 academic year. While creating the experimental and control groups, attention was paid to the equal distribution of the students in the same grade and department, taking into account the classes and branches of the pre-service teachers. Before the experimental process started, the scales to be used in the research process were applied to both groups as a pretest. As a result of the analysis, it was determined that the groups were equal, and the implementation process started. All the lessons taught with the experimental and control groups were carried out using the ZOOM platform through online learning environments. The lessons were taught using the community of inquiry model teaching activities in the experimental group, while the traditional methods of lecture and question-answer technique were used in the control group. After the experimental process that lasted for 8 weeks, the posttest application was made, and the process was completed. The data obtained as a result of the posttest are presented in the findings section by using descriptive and predictive statistical methods. t-Test was used for normally distributed variables, and non-parametric tests were used for non-normally distributed variables. According to the results obtained from the analysis of the data, a significant difference was found between the community of inquiry post-test scores of the experimental group students who were educated with the community of inquiry model teaching activities and the control group students who were educated with traditional teaching methods. This difference is in favor of the experimental group. When the post-test scores of the students' perception of social, cognitive, and instructional presence, which are the sub-dimensions of the inquiry community, were examined, it was determined that there was a significant difference in favor of the experimental group, and similar results were obtained. When the results of student engagement and its sub-dimensions were examined, it was found that the student engagement, cognitive and affective engagement scores of the experimental group were significantly higher than the control group students. However, no significant difference was found between behavioral engagement scores. Finally, when the findings of other variables considered within the scope of the research were examined, it was concluded that the students' attitude towards e-learning and satisfaction scores regarding the e-learning process were significantly higher in favor of the experimental group.