Modelling online community constructs through interaction data: A learning analytics based Approach

Cakiroglu U., Kahyar S.

EDUCATION AND INFORMATION TECHNOLOGIES, vol.27, no.6, pp.8311-8328, 2022 (SSCI) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 27 Issue: 6
  • Publication Date: 2022
  • Doi Number: 10.1007/s10639-022-10950-8
  • Journal Indexes: Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Page Numbers: pp.8311-8328
  • Keywords: Community of inquiry, Learning analytics, Correspondence analysis, Online interactions, COGNITIVE PRESENCE, INQUIRY FRAMEWORK, SOCIAL PRESENCE, SATISFACTION, PERCEPTIONS, TECHNOLOGY, EDUCATION, OUTCOMES, LENS
  • Recep Tayyip Erdoğan University Affiliated: No


This study aims to use LMS log data to suggest a way to understand CoI constructs. Students' interactions in Moodle components were weighted for indicators of cognitive, teaching and social presences. Traces reflecting students' online interactions were obtained from the Moodle LMS and analyzed through learning analytics techniques. The data is examined with the Euclidean Distance Model, and Correspondence Analysis methods to evaluate the levels of interactions and presences. The results indicated that, cognitive presence is at the center of the CoI constructs, and student-content interaction, is found is more prominent than other interactions in terms of its relation to cognitive presence. Social presence scores were mostly related with student-student and student-teacher interaction scores. In addition, teaching presence scores were found in parallel with student-system interaction scores.