ISSN: 2222-6990
Open access
The rapid adoption of online learning is due to its several advantages over traditional classroom training. However, the remote nature of online learning can pose challenges for both students and instructors. Instructors were thrust into a big transition to online instruction with no preparation time or resources. Whether or not the quality of education has improved as a result of the shift from the more traditional face-to-face format to the more modern e-learning approach is the subject of some discussion. This study aims to address the relationship between teaching, cognitive presence and social presence in online learning. A quantitative study is done to explore online presence among learners who attend online classes. A purposive sample of 100 participants responded to the survey. The instrument used is a survey and is replicated from (Arbaugh et al., 2008). There are 4 sections altogether (refer to table 1). Section A has items on demographic profile. Section B has 13 items on teaching presence. Section C has 9 items on social presence and section D has 12 items on cognitive presence. The findings of this study suggest that online learning environments require a balance of teaching, cognitive presence, and social presence to facilitate effective learning. The exploration of the relationship between teaching, cognitive presence, and social presence in online learning has important implications for the design and delivery of online courses.
Annamalai, N. (2021). Online learning during COVID-19 pandemic. Are Malaysian high school students ready? Pertanika Journal of Social Sciences and Humanities, 29(3). https://doi.org/10.47836/pjssh.29.3.06
Ba, S., Hu, X., Stein, D., & Liu, Q. (2022). Assessing cognitive presence in online inquiry?based discussion through text classification and epistemic network analysis. British Journal of Educational Technology, 54(1), 247-266. doi:10.1111/bjet.13285
Christopher, R., de Tantillo, L., & Watson, J. (2020). Academic caring pedagogy, presence, and communitas in nursing education during the COVID-19 pandemic. Nurs. Outlook 68, 822–829. doi: 10.1016/j.outlook.2020.08.006
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems 2020, Vol. 49(1) 5–22 ! The Author(s) 2020. https://journals.sagepub.com/doi/pdf/10.1177/0047239520934018
Garrison, D. R., Anderson, T., & Archer, W. (1999). 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/0.1016/S1096-7516(00)00016-6
Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions/ Internet and Higher Education 10, pp. 157–172. Retrieved from
http://reinventnet.org/moodle/pluginfile.php/1196/mod_resource/content/3/COIreview.pdf
Gunawardena, C. N., Zittle F. J. (1997). Social presence as a predictor of satisfaction within a computer?mediated conferencing environment. American Journal of Distance Education Volume 11, 1997 - Issue 3.
https://www.tandfonline.com/doi/abs/10.1080/08923649709526970
Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project-based learning. Journal of Computer Assisted Learning, 37(5), 1479–1493. https://doi.org/10.1111/jcal.12586
Ho, M. C., Keoy, K. H., Tan, H. L., Pang, K. Y., Ooi, P. B., & Yusof, R. (2022). Examining Social Presence And Online Learning Satisfaction Among Malaysian University Students During The COVID-19 Pandemic. International Journal of Education, Psychology and Counseling, 7 (47), 189-202.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition). Boston, USA:: Cengage Learning.
Kilis, S., & Yildirim, Z. (2019). Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning. Online Learning, 23(2). https://doi.org/10.24059/olj.v23i2.1460
Liu, C. J., & Yang, S. C. (2014). Using the Community of Inquiry model to investigate students’ knowledge construction in asynchronous online discussions. Journal of Educational Computing Research, 51(3), 327–354.
Martin, F., Wu, T., Wan, L., & Xie, K. (2022). A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments. Online Learning, 26(1), 325-359.
Matthews, B., See, Z. S., & Day, J. (2021). Crisis and extended realities: remote presence in the time of COVID-19. Media Int. Aust. 178, 198–209. doi: 10.1177/1329878X20967165
Moore, R. L., & Miller, C. N. (2022). Fostering presence in online courses: A systematic review (2008-2020). Online Learning, 26(1), pp. 130-149. DOI: 10.24059/olj.v26i1.3071
Nasir, M. K. M. (2020). The Influence of Social Presence on Students’ Satisfaction toward Online Course. Open Praxis, 12(4), 485. https://doi.org/10.5944/openpraxis.12.4.1141
Oliveira, L. C., Dubeux, J. C., & Pereira, V. (2015). The Impact of Digital Presence on Competitive Advantage - A Study Applied to Brazilian Bank Industry. Proceedings of the 12th International Conference on e-Business (ICE-B-2015). 80-87. https://www.scitepress.org/papers/2015/55469/55469.pdf
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Educ. Future 8, 133–141. doi: 10.1177/2347631120983481
Rahmat, N. H., Sukimin, N. H., Taib, S. A., Amir, N., & Abidin, N. S. Z. (2022) Investigating Cognitive Presence in Learning Academic Writing Online. International Journal of Academic Research in Business & Social Science, Vol 12(1), pp 2167-2178.Retrieved from http://dx.doi.org/10.6007/IJARBSS/v12-i1/12191
Redmond, P. (2014). Reflection as an indicator of cognitive presence. E-Learning and Digital Media, 11(1), 46–58.
Rourke, L., Anderson, T., Garrison, D. R., and Archer, W. (2001) Assessing social presence in asynchronous text-based computer conferencing, Journal of Distance Education, 14, 3, 51-70.
Rutter, R. (1984) Looking and Seeing: The Role of Visual Communication in Social Interaction, John Wiley, London.
Shea, P., Hayes, S., and Vickers, J. (2010) Online Instructional Effort Measured through the Lens of Teaching Presence in the Community of Measures and Approach, International Review of Research in Open and Distance Learning, 11, 3, 127-154.
Sheridan, K., & Kelly, M. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4), 767–779.
Singh, J., Singh, L., & Matthees, B. (2022). Establishing social, cognitive, and teaching presence in online learning—A panacea in COVID-19 pandemic, post vaccine and post pandemic times. Journal of Educational Technology Systems, 51(1), 28-45.
Singh, J., Singh, L., & Matthees, B. (2022). Establishing Social, Cognitive, and Teaching Presence in Online Learning—A Panacea in COVID-19 Pandemic, Post Vaccine and Post Pandemic Times. Journal of Educational Technology Systems, 51(1), 28–45. https://doi.org/10.1177/00472395221095169
Tu, C. (2002) The Measurement of Social Presence in an Online Learning, International Journal on E-Learning, 1, 2, 34-45.
Zulfikar, A. F., Muhidin, A., Pranoto, Suparta, W., Trisetyarso, A., Abbas, B. S., & Kang, C. H. (2019). The effectiveness of online learning with Facilitation Method. Procedia Computer Science, 161, 32-40. doi:10.1016/j.procs.2019.11.096
In-Text Citation: (Abidin et al., 2023)
To Cite this Article: Abidin, N. S. Z., Zamani, N. F. M., Kenali, S. F. M., Kamarulzaman, M. H., Soopar, A. A., & Rahmat, N. H. (2023). Exploring The Relationship between Teaching, Cognitive Presence and Social Presence in Online Learning. International Journal of Academic Research in Business and Social Sciences, 13(5), 1456 – 1474.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode