ISSN: 2222-6990
Open access
Since the COVID-19 pandemic necessitated Malaysia's shift from in-person classes to remote online learning, the subject of collaborative work online has been a topic of ongoing discussion within the field of education. Both educators and learners still had to fulfil the requirements in teaching and learning aspect, which encompassed all classes through assessments conducted on an individual and group work basis. This study aims to examine the impact of online teaching presence on cognitive and social presence for group work among undergraduate students. A quantitative survey was conducted with 200-pre-degree students from a public institution in Malaysia, using a framework adapted from Arbaugh et al. (2008). The survey included four sections: demographics, teaching presence, cognitive presence, and social presence. The results of this study indicate that there is a significant balanced combination of teaching, cognitive and social presence to promote successful learning in group setting. A strong teaching presence was found to enhance both cognitive and social engagement, leading to more meaningful interactions and deeper understanding. These findings highlight the need for educators to create online learning environments that support all three types of presence to maximize educational effectiveness. Conclusively, this study emphasizes the importance of a balanced approach to teaching, cognitive, and social aspects to facilitate comprehensive learning experiences. Future research should explore these dynamics across different educational contexts and investigate their long-term effects on academic performance and student satisfaction.
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