Abstract
This research investigates student’s perceptions around their online learning experience during the sanitary confinement period. It tests the impact of social presence on the performance of learners through an integrator model that includes direct, mediating and moderating relationships. This research uses the method of structural equations (AMOS 21) and the macro Spss for the test of mediating and moderating effects. The model is tested on a sample of 234 students interviewed through a self-administered questionnaire. The results of this study showed that social presence influences positively collaborative learning, learner satisfaction and engagement. Satisfaction and engagement play a mediating role between collaborative learning and academic performance. Finally, the results proved the moderating role of selfefficacy on the relationship between satisfaction-performance and engagement-performance has been invalidated. From where, it is recommended that teachers design their learning modules based on collaborative activities and using interactive social media tools to enhance the e-learning experience.
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