Learning Presence as a Predictor of Achievement and Satisfaction in Online Learning Environments
Myunghee Kang, BaoYng Teresa Liew, Jiyoon Kim, Young Park, Ewha Womans University, Korea (South)
International Journal on E-Learning Volume 13, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Previous research has indicated the possible impact of learning presence, which consists of cognitive, emotional and social presences, on online learning outcomes. However, the data-driven evidence in actual learning situations is notably lacking. This study, therefore, investigated the viability of the three domains of learning presence to accurately predict the learning outcomes such as achievement and satisfaction. Three consecutive studies were conducted over a two-year period. A total of 178 students enrolled in three different online courses participated in these studies. The results show that cognitive presence significantly predicted learners’ satisfaction in all studies and achievement in studies 1 and 2, that emotional presence predicted satisfaction in study 1 and 3, and that social presence predicted learning achievement in study 3. In conclusion, the results indicate that learning presences could be powerful predictors for learning outcomes in various online learning environments.
Kang, M., Liew, B.T., Kim, J. & Park, Y. (2014). Learning Presence as a Predictor of Achievement and Satisfaction in Online Learning Environments. International Journal on E-Learning, 13(2), 193-208. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)