A Comparative Structural Equation Modeling Investigation of the Relationships among Teaching, Cognitive and Social Presence
Journal of Asynchronous Learning Networks Volume 20, Number 3, ISSN 1939-5256
The present study investigated the relationships among teaching, cognitive, and social presence through several structural equation models to see which model would better fit the data. To this end, the present study employed and compared several different structural equation models because different models could fit the data equally well. Among the models compared, the results indicated that the model with cognitive presence as a full mediator and the model with social presence as a partial mediator could achieve an equally satisfactory data fit. This conclusion may depend on the level of the presences: The present results indicated a statistically higher level of teaching presence than cognitive and social presence as well as a statistically higher level of cognitive presence compared to social presence. The results further suggested that teaching presence could either have a direct or indirect relationship with cognitive presence thereby increasing it without or with social presence as a mediator between teaching and cognitive presence. The results further suggested that teaching presence efforts spent on increasing cognitive presence can function directly, which may also promote social presence, and indirectly through social presence. Further research comparing different possible structural equation models of the relationships among the presences in different learning contexts is warranted.
Kozan, K. (2016). A Comparative Structural Equation Modeling Investigation of the Relationships among Teaching, Cognitive and Social Presence. Journal of Asynchronous Learning Networks, 20(3), 210-227. Retrieved March 25, 2023 from https://www.learntechlib.org/p/193371/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Cited ByView References & Citations Map
Differences between Regular and Distance Education in a Teacher's Training Program
Giannakoudakis Zacharias & Giossos Yiannis
European Journal of Open, Distance and E-Learning Vol. 20, No. 2 (2017) pp. 17–29
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.