The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and ...students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut. The current study focuses on the CoI framework in general, and in particular on studies on teaching, social, and cognitive presences in connection to students' feeling of belonging and grit enhancement. This research investigated the opinion of 310 students at the Aurel Vlaicu University of Arad regarding their satisfaction with their teachers' presences, their academic sense of belonging, and their grit. Our methodology followed an innovative approach. First, we employed a network analysis on all subscales' mean scores, and then we performed a sequential mediation analysis based on both the network analysis results and the conclusions from the literature review. We tested whether students' perceived classroom comfort and perceived faculty support sequentially mediated the relationship between teacher's cognitive presence and students' grit. According to the scientific literature, teacher's cognitive presence consists of four fundamental categories: triggering events, exploration, integration, and resolution, which specifically the validation of knowledge by cooperation and reflection in a community of inquiry. We further tested if sense of belonging might mediate the relationship between teachers' cognitive presence and students' grit. The results show that students' perceived classroom comfort and perceived faculty support partially and significantly sequentially mediate the relationship between teachers' cognitive presence triggering events and students' grit. The results are then further used to suggest possible recommendations for designing holistic learning environments in Romanian higher education institutions.
Namjena ovog članka je upoznati čitatelje sa ključnim konceptualnim pojmovima teorije reziliencije, koji su povezani sa poticajem razvoja reziliencije odnosno životne otpornosti u školskoj sredini. ...Proučavanjem teorije reziliencije i stranih obrazovnih modela, koji su svojom usmjerenošču u razvoj reziliencije u okviru škole poboljšali razinu mentalnog zdravlja među učenicima, kao i njihov uspjeh, želimo utvrditi u kojoj mjeri nastavnici slovenskih osnovnih i srednjih škola u svom pedagoškom radu primjenjuju načela, metode, pristupe i vještine, koje prema teoriji reziliencije potiču razvoj životne otpornosti naših učenika. Iako teorijski koncept reziliencije u Sloveniji još nije identificiran i još uvijek nemamo razvijenih smjernica koje bi bile posebice usmjerene na razvoj reziliencije kod djece i adolescenata, smatramo da je ona svejedno u velikoj mjeri utkana u načela, smjernice i ciljeve suvremene europske i nacionalne percepcije odgoja i obrazovanja, i možemo je u velikoj mjeri realizirati već i sa kvalitetnom, prema učeniku usmjerenom nastavom. Sa istraživanjem i u tu svrhu pripremljenim upitnikom, želimo utvrditi kakve stavove i uvjerenja imaju nastavnici do pojedinih čimbenika koji potiču razvoj reziliencije. Također želimo utvrditi koje karakteristike nastavnika i škola na kojima predavaju, imaju najveći utjecaj na identifikaciju važnosti tih čimbenika. Istraživanje još nije završeno, zato su u ovom članku predstavljene samo teorijske osnove.
PDF