Educational Technology International

  • 제22권2호
  • /
  • Pages.111-137
  • /
  • 2021
  • /
  • 1598-5776(pISSN)
  • /
  • 2289-0300(eISSN)
한국교육공학회 (The Korean Society for Education Technology)
권호 표지
DOI QR코드

DOI QR Code

Effects of University Students' Social and Teaching Presence on Learning Engagement and Perceived Learning Achievement in Online Courses

  • 투고 : 2021.08.31
  • 심사 : 2021.09.30
  • 발행 : 2021.10.31
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

키워드

참고문헌

  1. Aljawarneh, S. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32(1), 57-73. https://doi.org/10.1007/s12528-019-09207-0
  2. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
  3. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.
  4. Bagozzi, R. P., & Edwards, J. R. (1998). A general approach to representing constructs in organizational research. Organizational Research Methods, 1, 45-87. https://doi.org/10.1177/109442819800100104
  5. Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling. Structural Equation Modeling, 9(1), 78-102. https://doi.org/10.1207/S15328007SEM0901_5
  6. Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-018-9687-5
  7. Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370. https://doi.org/10.1016/j.chb.2017.02.059
  8. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
  9. Doo, M. Y., & Bonk, C. J. (2020). The effects of self-efficacy, self-regulation and social presence on learning engagement in a large university class using flipped learning. Journal of Computer Assisted Learning, 36, 997-1010. https://doi.org/10.1111/jcal.12455
  10. Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. https://doi.org/10.1111/j.1540-4609.2006.00114.x
  11. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  12. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
  13. Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Network, 8, 61-74.
  14. Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2), 31-36. https://doi.org/10.1016/j.iheduc.2009.10.002
  15. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson.
  16. Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: Further findings from three cases. Instructional Science, 43, 19-38. https://doi.org/10.1007/s11251-014-9329-2
  17. Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118
  18. Jeong, H., Roh, S., Jung, J., & Cho, Y. (2020). The challenge of the spread of COVID-19 to education: High quality remote learning for everyone. Journal of Educational Technology, 36(3), 645-669. https://doi.org/10.17232/KSET.36.3.645
  19. Joo, Y. J., Ha, Y. J., Yoo, J. W., & Kim, E. K. (2010). The structural relationship among teaching presence, cognitive presence, social presence, and learning outcome in cyber university. Journal of the Korean Association of Information Education, 14(2), 175-187.
  20. Joo, Y. J., Lim, K. Y., & Kim, E. K. (2011). Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural model. Computers & Education, 57(2), 1654-1664. https://doi.org/10.1016/j.compedu.2011.02.008
  21. Ju, Y., Park, D., Jung, K., Son, S., & Jing, Q. (2020). One semester on online: The lesson of digital face to face classes's experience. Journal of Educational Technology, 36(3), 805-838. https://doi.org/10.17232/KSET.36.3.805
  22. Jung, Y., & Lee, J. (2018). Learning engagement and persistence in massive open online courses (MOOCS). Computers & Education, 122, 9-22. https://doi.org/10.1016/j.compedu.2018.02.013
  23. Kang, M., Kim, N., Kim, M., Kim, J., & Lim, H. (2011). A structural relationship among teaching presence, learning presence and learning outcomes of e-learning in cyber university. Journal of Educational Information and Media, 17(2), 153-176.
  24. Khalid, M. N., & Quick, D. (2016). Teaching presence influencing online students' course satisfaction at on institution of higher education. International Education Studies, 9(3), 62-70.
  25. Kim, H. J., Hong, A. J., & Song, H. D. (2019). The role of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education, 16(1), 1-18. https://doi.org/10.1186/s41239-019-0132-7
  26. Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42(5), 763-777. https://doi.org/10.1111/j.1467-8535.2010.01107.x
  27. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). New York, NY: The Guilford Press.
  28. Kobayashi, T., & Boase, J. (2012). No such effect? The implications of measurement error in self-report measures of mobile communication use. Communication Methods and Measures, 6(2), 126-143. https://doi.org/10.1080/19312458.2012.679243
  29. Leem, J., Kim, M., & Lee, S. (2021). Development of an online instructional design model for higher education in the era with COVID-19. Journal of Educational Information and Media, 27(1), 281-311.
  30. Lim, J., & Richardson, J. (2021). Predictive effects of undergraduate students' perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines. Computers & Education, 161, 104063. https://doi.org/10.1016/j.compedu.2020.104063
  31. Lim, J. E., & Lee, M. H. (2020). Effects of online learners' presence perception on academic achievement and satisfaction mediated by self-efficacy for self-regulated learning and agentic engagement. The Korean Journal of Educational Methodology Studies, 32(3), 461-485.
  32. Lim, S. T., & Kim, E. H. (2020). Exploring of the educational use of emerging technologies for innovation in university's future education. Journal of Educational Information and Media, 26(2), 311-336.
  33. Lu, J., & Churchill, D. (2014). The effects of social interaction on learning engagement in a social networking environment. Interactive Learning Environments, 22(4), 401-417. https://doi.org/10.1080/10494820.2012.680966
  34. Park, H., & So, H. (2021). Examining the relationships between learning presence and learning performance in distance lectures perceived by university students during COVID-19. Journal of Educational Information and Media, 27(1), 253-280.
  35. Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417. https://doi.org/10.1016/j.chb.2017.02.001
  36. Richardson, J. C., & Newby, T. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. https://doi.org/10.1207/s15389286ajde2001_3
  37. Rogers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265-287. https://doi.org/10.1080/13450600500467548
  38. Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.
  39. Shin, J., & Park, S. (2021). Analysis of online teaching efficacy of university faculty: A case of a university. Journal of Educational Information and Media, 27(2), 447-467.
  40. Stodel, E., Thompson, T., & MacDonald, C. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open and Distributed Learning, 7(3), 1-24.
  41. Sun, J. C., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
  42. Swan, K., Shea, P., Richardson, J., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. E-mentor, 2(24), 1-12.
  43. Tu, C.-H., & McIssac, M. (2005). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131-150. https://doi.org/10.1207/S15389286AJDE1603_2
  44. UNESCO. (2020). Education: From disruption to recovery UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse.
  45. Wang, J., Yang, Y., Li, H., & van Aalst, J. (2021). Continuing to teach in a time of crisis: The Chinese rural educational system's response and student satisfaction and social and cognitive presence. British Journal of Educational Technology, 52(4), 1494-1512. https://doi.org/10.1111/bjet.13129
  46. Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31-39. https://doi.org/10.1111/j.1532-7795.2011.00753.x
  47. Wise, A., Chang, J., Duffy, T., & Del Valle, R. (2004). The effects of teacher social presence on student satisfaction, engagement, and learning. Journal of Educational Computing Research, 31(3), 247-271. https://doi.org/10.2190/V0LB-1M37-RNR8-Y2U1
  48. Yun, H., & Oh, S. (2021). Online learners' motivational regulation profiles affecting cognitive learning and learning engagement. Journal of the Korean Association of Information Education, 25(1), 91-101. https://doi.org/10.14352/jkaie.2021.25.1.91
  49. Yun, H., & Park, S. (2020). Building a structural model of motivational regulation and learning engagement for undergraduate and graduate students in higher education. Studies in Higher Education, 45(2), 271-285. https://doi.org/10.1080/03075079.2018.1510910