Effects of Cognitive Presence on Learning Satisfaction and Persistence in University Online Classes

The purpose of this study was to identify the problems of online education perceived by learners in a time when non-face-to-face online lectures are conducted due to the spread of COVID-19, and suggest measures to improve educational outcomes. Therefore, the structural influence of cooking practice on the quality of online lessons, learning immersion, learning satisfaction, and the achievement felt by learners was verified. The sample of the study was a college student majoring in cooking, and a total of 509 responses were used for analysis. The results of the study are as follows: First, it was analyzed that there was a significant influence on learning immersion in the order of content, interaction, and educational environment among the quality of online classes. Second, among the quality of online classes, class content and educational environment showed positive (+) influence on learning satisfaction. Third, learning immersion and learning satisfaction showed a positive influence on academic achievement. Fourth, in the direct effect of online class quality on academic achievement, it was analyzed that only class content had a positive (+) effect. Based on the results of this study, the provision of learning materials with detailed explanations was suggested in the online cooking practice class rather than providing a simple cooking video. In addition, it was suggested that as a way to improve academic achievement of online education, it is necessary to provide content that allows learners to immerse themselves in class, as well as class content and educational environment, and consider learning satisfaction.

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Measuring Master Students’ Online Learning Perceptions and Satisfaction during Covid-19 Crisis in Morocco

International Journal of Language and Literary Studies ◽

10.36892/ijlls.v3i1.488 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-11

Author(s):

Abdelmajid JAMIAI

Keyword(s):

Higher Education ◽

Online Learning ◽

Online Education ◽

Human Sciences ◽

Online Classes ◽

Hybrid Education ◽

Learning Satisfaction ◽

Language Studies ◽

Language Communication ◽

Degree Of Satisfaction

The implementation of technology in higher education is highly considered in research conducting during Covid-19 crisis in Morocco. This article examines students’ perceptions and the degree of satisfaction in online classes for one semester during the emergency of Covid-19 pandemic. The research design for this study is quantitative in which a questionnaire was used to collect data from thirty-two (32) respondents who are enrolled in two Master Programs of ‘Applied Language Studies and Research in Higher Education’ and ‘Language, Communication, and Society’ at the Faculty of Letters and Human Sciences of Dhar Mehraz of Sidi Mohamed Ben Abdellah University in Morocco as a convenient sampling. The SPSS (Statistical Package for Social Sciences) was used to analyze the retrieved data via e-mails. The findings of this study demonstrate that the majority of Master students would like to resort to hybrid education instead of online classes per se. They also show that online learning satisfaction does not receive high levels of agreement among the respondents. The paper ends up with some recommendations for the implementation of online education in higher education.

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The influence of learning presence and self-directed learning competency of nursing students on learning satisfaction in major subjects for online distance learning

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2021.27.4.381 ◽

2021 ◽

Vol 27 (4) ◽

pp. 381-391

Author(s):

Hae Ok Jeon ◽

Gyeong-Ju An

Keyword(s):

Online Learning ◽

Nursing Students ◽

Cognitive Presence ◽

Self Directed Learning ◽

Learning Satisfaction ◽

Asynchronous Online Learning ◽

Directed Learning ◽

Learning Presence ◽

Synchronous Online Learning ◽

Synchronous Online

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students’ learning satisfaction according to the online learning method.Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson’s correlation coefficient and a multiple regression analysis.Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students’ learning satisfaction were cognitive presence (β=.60, p<.001) and emotional presence (β=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (β=.64, p<.001) and emotional presence (β=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001).Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students’ learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

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The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students

TESOL and Technology Studies ◽

10.48185/tts.v2i1.175 ◽

2021 ◽

Vol 2 (1) ◽

pp. 65-78

Author(s):

Mohammad Ali Al-Saggaf ◽

Amierah Syazwaniey Rosli

Keyword(s):

Online Learning ◽

Social Presence ◽

Community Of Inquiry ◽

Learning Experience ◽

Educational Experience ◽

Research Tool ◽

Cognitive Presence ◽

Teaching Presence ◽

Online Classes ◽

The Social

Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence.

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A Comparison of Cognitive Presence, Learning, Satisfaction, and Academic Performance in Case-Based and Non-Case-Based Online Discussions

American Journal of Distance Education ◽

10.1080/08923647.2021.1888667 ◽

2021 ◽

pp. 1-14

Author(s):

Ayesha Sadaf ◽

Stella Y. Kim ◽

Yi Wang

Keyword(s):

Academic Performance ◽

Online Discussions ◽

Cognitive Presence ◽

Learning Satisfaction ◽

Case Based

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MEASURING THE COMMUNITY IN ONLINE CLASSES

Online Learning ◽

10.24059/olj.v17i3.344 ◽

2013 ◽

Vol 17 (3) ◽

Cited By ~ 2

Author(s):

Beth Rubin

Keyword(s):

Organizational Climate ◽

Social Presence ◽

Community Of Inquiry ◽

Cognitive Presence ◽

Teaching Presence ◽

Online Classes ◽

Group Level ◽

Individual Perceptions ◽

The Individual ◽

Empirical Approaches

The paper addresses individual and group level phenomena in online classes, and proposes both theoretical and empirical approaches to examining them, following the example of organizational climate. It applies the concepts to the Community of Inquiry (CoI) model and develops a theory of composition for teaching presence, social presence and cognitive presence that relates isomorphic constructs at the individual and the class levels. Hypotheses are made about the agreement among students on survey questions that are used to measure individual perceptions of the three presences of the CoI, and tested through a set of statistics designed to measure the extent to which shared perceptions of these presences exist within classes.

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