• Research in Community and Public Health Nursing
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• v.33 no.3
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• pp.312-320
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• 2022

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.229-238
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• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.3
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• pp.1-9
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• 2022

In this study we conducted a research regarding the effect on learning immersion and perception of the learning environment by learning presence of students in the Department of aeronautical science and flight operation in the context of non-face-to-face lectures caused by COVID-19. The relationship between learning presence (cognitive presence, emotional presence, and social presence) and learning commitment showed a high correlation. The learning immersion was also found to increase when cognitive presence, emotional presence, and social presence increased in multiple regression analysis to find out the effects of cognitive presence, emotional presence, and social presence, which are sub-factors of learning presence. The advantage of non-face-to-face classes was to be the ease of learning, and the disadvantage of non-face-to-face classes was the most difficulty of the learning process in the content analysis of the non-face-to-face class environment.

• Journal of Engineering Education Research
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• v.27 no.2
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• pp.13-24
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• 2024

This research aims to examine the effects of engineering students' self-regulated learning strategies on writing self-efficacy, perceptions of writing feedback, and learning presence. To achieve this purpose, firstly, differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were investigated among engineering and non-engineering students. Secondly, the effects of self-regulated learning strategies, as perceived by engineering students, on writing self-efficacy, perceptions of writing feedback, and learning presence were explored. A total of 196 engineering and non-engineering students from one university in Korea responded to a survey based on a four-variable scale. The findings were as follows: firstly, there were significant differences in self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence by major. Secondly, positive correlations between self-regulated learning strategies, writing self-efficacy, perceptions of writing feedback, and learning presence were identified in terms of sub-factors of those variables. Thirdly, engineering students' self-regulated learning strategies predicted writing self-efficacy, perceptions of writing feedback, and learning presence. The practical implications of these findings are discussed herein, with particular attention to education for the promotion of self-regulated learning strategies and their application to writing courses, as well as diverse learning environments.

• Journal of information and communication convergence engineering
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• v.18 no.4
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• Journal of Agricultural Extension & Community Development
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• v.23 no.4
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• pp.449-457
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• 2016

The purpose of this study are to examine the educational use of the Facebook and to examine the effects of the learners perceived usefulness, attitude and self-efficacy on learning flow and learning presence at university classes using social network service. The subjects of this study are 155 university students attending a class at a 4-year university in Seoul, and certain questions verified in the existing studies were modified, complemented, and used as a tool for measurement. The details of the purpose are as follows. First, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of the usefulness that learners perceived. It can be said that the higher the perceived level of usefulness, the higher the learning flow and learning presence. Second, it turned out that there were significant differences in learning flow and learning presence in accordance with the levels of learners' perceived attitudes. We can interpret such a result as suggesting that the higher a learner's perceived attitude, the higher the learning flow and learning presence.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.381-391
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• 2021

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.

• Educational Technology International
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• v.11 no.1
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• pp.119-143
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• 2010

This study was conducted to find out the relationship between teaching presence and self-directed learning readiness in e-learning environment. 219 cyber university students finished the web-formatted questionnaires. The Self-Directed Learning Readiness Scale-Adult Based Education instrument and Teaching Presence Scale instrument were used. The results of the present study can be concluded as follow. First of all, teaching presence and self-directed learning readiness have a very high relationship in e-learning environment. Secondly, all five components of teaching presence have significant correlations with self-directed learning readiness. Thirdly, depending on the results of multiple regression analysis, only components of instructional contents and facilitating communication predict the self-directed learning readiness.

• Journal of Agricultural Extension & Community Development
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• v.22 no.2
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.