Teaching presence was positively related to cognitive presence but had no direct relationship with learning engagement; cognitive presence fully mediated the teaching presence–engagement relationship¶
Claim · All claims
Evidence · 1 study · associationalr2·q2·i3large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Teaching presence positively predicted cognitive presence (β = 0.531, p < 0.001) but not learning engagement directly (β = 0.047, ns); indirect effects through cognitive presence were significant (β = 0.314, p < 0.05). → Doo 2023
Evidence¶
Doo 2023¶
Doo, M. Y., Bonk, C. J., & Heo, H. (2023). Examinations of the relationships between self-efficacy, self-regulation, teaching, cognitive presences, and learning engagement during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10187-3
q2 · i3 · associational · r2
SEM analysis in the 1435-student survey found teaching presence predicted cognitive presence with "β = 0.531, t = 20.585, p < 0.001" but showed "no relationship was found between teaching presence and learning engagement (β = 0.047, t = 1.584, ns)".
"Teaching presence had a positive relationship with cognitive presence (β = 0.531, t = 20.585, p < 0.001), thereby supporting H6. As shown in Table 7 and Fig. 3, no relationship was found between teaching presence and learning engagement (β = 0.047, t = 1.584, ns)."
Discussion¶
Related Claims¶
- Cognitive presence was positively related to learning engagement and mediated relationships of teaching presence (full) and self-regulation (partial) with engagement — a broader claim this one bears on
- In a cross-sectional survey analysed with SEM, self-efficacy's direct path to learning engagement was non-significant, and its association with engagement ran indirectly through self-regulation, teaching presence and cognitive presence (statistical mediation, which cannot show cause) — related
- Self-efficacy for learning was positively related to teaching presence, self-regulation, and cognitive presence among Korean undergraduates during COVID-19 — related
- Student engagement fully mediates the relationships between lecturer charismatic leadership/technology use and learning performance — related
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