Formative assessment for hybrid course in smart classroom: A cognitive presence perspective

Abstract

This study investigated formative assessment for hybrid course. The participants were 379 students who took the "college Physics" hybrid course in the fall of 2022 in a university of China. Most students were learning with face-to-face teaching, while a few students were learning remotely in smart classrooms. Data were collected from the cognitive presence survey within community of inquiry framework and online self-regulatory learning questionnaire during the middle term. The result indicated that remote students’ cognitive presence were lower than students with face-to-face teaching in the smart classroom, and there were strong positive correlation between students’ online self-regulatory learning and cognitive presence. It was suggested that cognitive presence were measured again at the end of the semester to examine whether the cognitive presence of remote students in the final semester is better than that of the middle semester after intervention.