Exploring the relationship between teaching cognitive presence and social presence in online learning (original) (raw)
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Exploring Online Education Experience through the Teaching, Social and Cognitive Presences
International Journal of Academic Research in Business and Social Sciences
The shift from traditional face-to-face classes to virtual learning influences the students' happiness and decreases their motivation to learn. Students may find it difficult to perceive cognitive, social, and teaching presences in online learning systems, making learning virtually difficult. This quantitative survey study investigates how teaching, social, and cognitive presences affect students' learning experiences. A thirty-four-item survey with three primary sections: teaching, social, and cognitive presence, was completed by 69 students from local university in Malaysia. The respondents ranged in age from 15 to 59 years old and held degrees ranging from matriculation/foundation/certificate to doctorate level in social science and technical fields. Results indicated that the course design and organisation as well as the facilitation provided by the instructors frequently helped keep the students on task in a way that helped the students learn in the setting of teaching presence. Among the three items measured in teaching presence, direct instruction scored the least mean value. Respondents also agreed with the statement that social presence is felt through affective expression, open communication, and group cohesion. However, lowest mean value captured in social presence through design and organization is regarding to how well instructor communicate important course goals. In contrast, cognitive presence is felt from online activities triggering events, exploitation, integration, and resolution. In the context of triggering event, they occasionally believed that the issues raised sparked their curiosity about the subjects addressed in class and that class activities aroused it. The results of this study have implications for administrators, instructional designers, and online instructors who aim to improve student learning experiences and engagement in their courses.
an investigation of relationship across all types of presence in online learning
International Journal of Academic Research in Business & Social Sciences, 2023
Online learning in recent years has been the subject of research as the platform is proving itself to be crucial in modifying face to face classes to an online, internet mediated platform. As the online learning landscape continues to progress, it becomes important to understand the various factors that contribute to the effectiveness of this mode. One way to ensure the effectiveness of online learning is to refer to the Community of Inquiry (COI) framework which consists of three key elements which are social presence, teaching presence and cognitive presence. Therefore, this study investigated how learners view and perceive their cognitive, teaching and social presence in an online learning environment and also determined whether there are correlations between the types of presence in online learning. This quantitative study has a purposive sample of 169 participants who responded to a four-part survey designed to gauge their perception on the three key elements of online presence. The findings from the study suggest a significant relationship between all three types of presence during online learning in which the interconnectedness between the elements helps to create a conducive and positive online learning environment for students. Therefore, by being aware of the three presences, learners and instructors can ensure an online structure that is beneficial and meaningful.
Exploring Social Presence Theory in The Online Classroom: The Case for Online Presence
International Journal of Academic Research in Business and Social Sciences, 2022
Online classroom or virtual classroom is a digital learning environment that allows teachers and students to connect online learning in real time. Online learning is a form of distance learning or distance education, which has long been a part of the American education system, and it has become the largest sector of distance learning in recent years. In this regard, many governments took measures in order to avoid spreading the virus and to ensure the continuity of the educational process, and universities worldwide adopted online classroom learning. To further tackle the alarming infection rate of the deadly coronavirus, the Malaysian government had issued a movement control order (MCO) that fully dampened the learning institutions’ operational activities so that online learning became one of the solutions to perform teaching and learning activity. In this paper Author wants to identify teacher presence influences on online teaching and interactivity influence cognitive presence. T...
2003
Abstract: Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course [1]. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students' perceptions of learning and satisfaction with the instructor.
Establishing the Importance of Interaction and Presence to Student Learning in Online Environments
With the growing trends in favor of online course offerings in higher education, it is important that researchers continue to focus on investigating the components vital to effectiveness. Using a survey design, the elements of interaction and presence, and their relationship and influence on student learning in an online course is examined in the current study. The findings of the study suggest that students perceive instructor-learner and learner-content interaction to be more important to their learning as compared to learner-learner interaction. In addition, teaching presence plays a more important role in student learning followed by cognitive presence and then social presence. Again, when it comes to the combination of the factors of interaction and presence, the factors that students perceive to have the most influence on their learning are teaching presence and learner-instructor interaction with the least important factor being learner-learner interaction. Overall, the results of this empirical study have implications for online course design and delivery to ensure student learning in online environments.
Online Learning, 2019
Research has demonstrated that social presence not only affects outcomes but also student, and possibly instructor, satisfaction with a course. Teacher immediacy behaviors and the presence of others are especially important issues for those involved in delivering online education. This study explored the role of social presence in online learning environments and its relationship to students’ perceptions of learning and satisfaction with the instructor. The participants for this study were students who completed Empire State College’s (ESC) online learning courses in the spring of 2000 and completed the end of semester course survey (n=97). A correlational design was utilized. This study found that students with high overall perceptions of social presence also scored high in terms of perceived learning and perceived satisfaction with the instructor. Students’ perceptions of social presence overall, moreover, contributed significantly to the predictor equation for students’ perceived...
Aim: E-learning has revolutionized the way we think about educational experiences in terms of sustainable communication and collaboration. The purpose of this research was to explain the social presence of online course students based on cognitive presence, self-efficacy in technology and perception of the online learning atmosphere in Payam Noor University online course students. The current research was applied in terms of its purpose and in terms of the nature of the collected data, it was quantitative and based on the correlation approach. The participants were 265 students of online courses at Payam Noor universities in North Khorasan province in the academic year of 2018-2019, who were selected by cluster random sampling method. cognitive presence, social presence, perception of online learning environment and computer selfefficacy questionnaires were used. the results of multiple regression analysis showed that cognitive presence, perception of online learning atmosphere and computer self-efficacy positively predict social presence; In addition, predictor variables generally explain 1.50% of the variance of social presence. In general, the results indicated the importance of the variables of cognitive presence, perception of online learning atmosphere and computer self-efficacy in predicting social presence; Therefore, if it is possible to increase the amount of cognitive presence, perception of the online learning atmosphere and computer self-efficacy by using educational methods, the level of social presence can be improved to a considerable extent, and in this way, the growth of social presence. Help students in online courses.
A model for social presence in online classrooms
Educational Technology Research and Development, 2012
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Investigation into Undergraduates’ Experiences of Social Presence in Online Learning
International Journal of Emerging Technologies in Learning (iJET)
Online learning always piques the interest of scholars because of the potential outcomes. Social presence is associated with the degree of participation, interaction, and performance among collaborative group members and, therefore, is considered a critical variable for learning. Researchers have observed that for online learning to work well, students must feel connected to their peers and teachers. Social presence connects the real and online worlds, putting an online learner in touch with the teacher and other online learners. This study aims to investigate the interrelationships between social presence dimensions and cognitive presence, explore the critical social presence dimension influencing cognitive presence, and explore students’ experiences of social presence in online learning. The findings showed that social presence greatly influenced cognitive presence. However, affective collectiveness, open communication, and a sense of community were correlated and positively impac...
International Journal of TESOL Studies
As a result of the COVID-19 pandemic lockdowns across the globe, many English Language Teaching (ELT) practitioners swiftly switched to teaching fully online. This paper explores students' perceptions of the durations and types of interactions in online synchronous lessons that focus on teaching technical oral presentation and report writing skills, as well as the benefits and challenges that students experience. The data were collected from a group of 18 Computing Engineering students who completed a post-course survey approximately 3 weeks after the course completion. The results of this study reinforce the importance of instructor, cognitive, and social presences in an online learning community. Despite the challenges that students may encounter in online lessons, students still find online education beneficial if instructors support students before, during, and after lessons, and are able to use technologies to effectively scaffold materials with adequate instructorstudent and student-student interactions to engage students in learning.