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• perceived autonomy

• Based on the assumptions of SDT, perceived autonomy in connection with an activity increases self-determined types of extrinsic and intrinsic motivation.

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• • 引用(0) 2018-01-10 10:35

• Psychological needs

• Self-Determined Theory emphasizes three basic psychological needs: the need for relatedness, competence and autonomy are the keys to determine whether people are inherently intrinsic motivators or the internalization of more self-determined types of extrinsic motivators.

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• • 引用(0) 2018-01-10 10:34

• SDL

• Proposed by Gagne & Deci (2005), the Self-Determination Theory (SDT) posited intrinsic and extrinsic motivation as the core elements, which can account for the reasons for people to carry out an activity as intrinsic motivator (i.e. genuine interest and enjoyment), or extrinsic motivator (spectrum of four intermediate regulations).

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• • 引用(0) 2018-01-10 10:34

• influential factors

• As Huang (2016) indicated that the social and technological factors could play as vital determinants of users’ intention to continue using IS, such as cloud service. Research findings have proved that perceived of usefulness and perceived ease of use were critical factors that influence users’ continuance intention to use e-learning system (Roca & Gagne, 2008; Smith &am

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• • 引用(0) 2018-01-10 10:33

• IS continuance literature

• For more than a decade, the IS continuance model has been adopted and modified to explore the users’ continuance intention in using technologies in different fields, such as workplace (Roca & Gagne, 2008), smartphone for e-learning (Shin, Shin, Choo & Beom, 2011; Tao, Cheng, & Sun, 2009), teacher’s professional development (Smith & Sivo, 2012), as well as cloud se

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• • 引用(0) 2018-01-10 10:32

• IS continuance intention model

• Proposed by Bhattacherjee (2001), IS continuance intention refers to the degree to which a person is willing to continue using an information system. The IS continuance model assumed that users’ pre-acceptance expectations are confirmed after a period of initial use, then along with the perceived usefulness developed, their perceived satisfaction with the IS will be enhanced, whi

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• • 引用(0) 2018-01-10 10:31

• Verification

• In light of this verification it is suggested that the CoI framework and three constructs of teaching, social, and cognitive presence represents a valid model for delineating, explicating students’ online collaborative learning community in across-disciplines knowledge domains.

  
  
  

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• • 引用(0) 2017-06-18 15:56

• Future research

• Future research can contribute to further test whether influence of the social network tie between teacher and students on students perception of cognitive presence, which in turn to enhance their learning.

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• • 引用(0) 2017-06-18 15:55

• Limitation

• While this study examined the responses from a relative small sample size, the results should be interpreted with a degree of cautions.

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• • 引用(0) 2017-06-18 15:54

• future suggestion

• As IPBL demonstrated its growing importance of interdisciplinary integration in professional education, more research should be devoted to verify the influences of teaching and social presence on cognitive presence for students in different online learning settings.

  
  
  

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• • 引用(0) 2017-06-18 15:53

• IPBL facilitation

• Previous study have shown that IPBL can facilitate leaners to develop knowledge management process and fulfill their satisfaction while collaborating in designing interdisciplinary projects.

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• • 引用(0) 2017-06-18 15:52

• empirical evidence

• This could provide the empirical evidence for the need for future research in exploring the dynamic
  relationships among the presences across disciplines and online learning settings.

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• • 引用(0) 2017-06-18 15:46

• empirical evidence

• This could provide the empirical evidence for the need for future research in exploring the dynamic
  relationships among the presences across disciplines and online learning settings.

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• • 引用(0) 2017-06-18 15:46

• empirical evidence

• This could provide the empirical evidence for the need for future research in exploring the dynamic
  relationships among the presences across disciplines and online learning settings.

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• • 引用(0) 2017-06-18 15:46

• cognitive presence

• Moreover, a significant direct effect of program on cognitive presence was found particularly in the
  program of interdisciplinary study.

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• • 引用(0) 2017-06-18 15:42

• CoI framework

• The results verified the theoretical assumption of CoI framework, showing that students’ perceptions of teaching presence and social presence predicted the significant effects on perceptions of cognitive presence.

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• • 引用(0) 2017-06-18 15:42

• online conferencing

• The online conferencing platform was provided to further access students’ engagement and group interaction.

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• • 引用(0) 2017-06-18 15:41

• empirical study

• They conducted an empirical study to test the relationships among three presences from the students enrolled in the programs of interdisciplinary study and distance education in courses cross multiple subject areas in social science domain.

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• • 引用(0) 2017-06-18 15:41

• CoI presences

• As scholars pointed out, unique patterns of relationships among three presences are
  formulated within different disciplines as giving the interactive and inquiry-based focus of online communities of inquiry.

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• • 引用(0) 2017-06-18 15:35

• Collaborative learning

• With the support of online collaborative tools, students with different domain knowledge are able to co-construct knowledge and make connections with other learners and professionals, which in turn to develop a deeper sense of learning community and collaborative inquiry.

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• • 引用(0) 2017-06-18 15:12

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