Teaching and Cognitive Presences: The Mediating Effect of Social Presence in a Developing World Context

Autor/inn/en	Mutezo, Ashley Teedzwi; Maré, Suné
Titel	Teaching and Cognitive Presences: The Mediating Effect of Social Presence in a Developing World Context
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2171176 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mutezo, Ashley Teedzwi) ORCID (Maré, Suné)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2171176
Schlagwörter	COVID-19; Pandemics; Online Courses; Interpersonal Relationship; Graduate Students; Distance Education; Educational Technology; Foreign Countries; Educational Environment; Correlation; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Online learning has become a significant trend in education due to the COVID-19 pandemic. Online educators, course designers and institutions need to understand the importance of social presence in the dynamics of a community of inquiry and its association with teaching and cognitive presence. This study examined whether social presence mediated the relationship between teaching and cognitive presence. The participants were a random sample of 572 postgraduate honours students (mean age of 35.4 years; SD = 8.39 years). Participants were registered in the College of Economic and Management Sciences and the College of Science, Engineering and Technology at the University of South Africa, an Open Distance e-Learning (ODeL) institution. The students completed a standardised measure of the Community of Inquiry (CoI) instrument. The results indicated that social presence mediated the relationship between teaching and cognitive presence. The findings highlight the importance of social presence as a fundamental aspect of collaborative online learning as institutions turn to fully online teaching platforms. By implication, academic institutions and teachers must provide a more collaborative and interactive online learning environment and promote productive online communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01