UNDERSTANDING THE RELATIONSHIP BETWEEN COGNITIVE PRESENCE AND OTHER PRESENCES IN ONLINE GROUP WORK
DOI:
https://doi.org/10.55197/qjssh.v6i5.851Keywords:
online group work, cognitive presence, social interactions, teaching presenceAbstract
Online group work has become an integral component of education, offering opportunities for collaboration beyond the boundaries of the physical classroom. Despite its purported advantages, online group work presents a range of challenges arising from various factors that often hinder positive learning outcomes. To better understand these issues, this study investigates the relationship between cognitive presence, social presence, and teaching presence in online group work. This quantitative study involved 123 undergraduate students from a local university, representing various semesters and disciplines. Data were collected through a 5-Likert scale survey to capture students’ overall experiences with online group work. The survey comprised 24 items, divided into three sections to examine each presence more closely. Findings reveal moderate to strong positive relationships among the three elements, with cognitive presence and teaching presence emerging as the strongest dimensions. While online group work can create an environment conducive to learning, the provision of sufficient support and clear guidelines from instructors can further enhance its effectiveness. These findings are significant in helping educators and practitioners design online group learning environments that maximise collaboration and engagement, given their potential and relevancy in recent years.
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Copyright (c) 2025 SITI AINUL AYZAN AYUB, AINA ATHIRAH ROZMAN AZRAM, NOOR SHARIENA ZARAINI, NURHAFEZA MOHD AKHIR, NIK NUR ATHIRAH NIK MOHD ARIF, NOOR HANIM RAHMAT
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