Publication Type

Journal Article

Version

submittedVersion

Publication Date

6-2021

Abstract

This study examines the effects of instructor presence and online learning self-efficacy on learning satisfaction, and how the effect of social presence may depend on content structure. In this study, undergraduate students in Singapore rated their online learning self-efficacy. Then they rated their learning satisfaction after watching each of four video lectures in a 2 (low versus high instructor presence) × 2 (low versus high content structure) repeated measures experiment. Findings show that learning satisfaction is related to instructor presence and online learning self-efficacy and that the effect of instructor presence is stronger for unstructured than for structured content. This study contributes to research on pedagogy and online learning by clarifying when and how instructor presence enhances learning outcomes. Although most kinds of instruction can benefit from higher levels of instructor presence, there is the greatest benefit for unstructured content, where teaching and learning involve a more interpretive process.

Keywords

Online learning, content structure, instructor presence, learning satisfaction, self-efficacy

Discipline

Educational Assessment, Evaluation, and Research | Online and Distance Education

Research Areas

Integrative Research Areas

Publication

Technology, Pedagogy and Education

Volume

30

Issue

4

First Page

543

Last Page

556

ISSN

1475-939X

Identifier

10.1080/1475939X.2021.1934102

Publisher

Taylor and Francis Group

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1080/1475939X.2021.1934102

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