Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning

Abstract

With the popularity of various video-centric asynchronous online courses, there is a trend of self-regulated online learning. Teaching presence is very important in such courses, and has a positive effect on learners' perceived learning. However, the association between teaching presence and perceived learning could be moderated by other factors, and little is known about how individual factors moderate the association. From the social cognitive perspective of self-regulated learning, the study examined the moderating effects of self-efficacy to complete an online course and online vigilance, which reflects individuals' permanent cognitive orientation to online-related stimuli and the disposition to be preoccupied with them constantly, on the relationship, and whether these moderating effects were moderated by inhibitory control. A cross-sectional design was adopted. Results found self-efficacy to complete an online course could significantly promote the positive association between teaching presence and perceived learning, and the moderating effect would be stronger with higher inhibitory control; online vigilance generally could not influence the relationship between teaching presence and perceived learning, except when inhibitory control was very high, in which case online vigilance could prominently intensify the relationship. The findings contribute to a better understanding of the association between teaching presence and perceived learning. Practical implications for educators to train students to be better self-regulated learners in asynchronous online courses, as well as teachers to improve course quality are also discussed.