Abstract

The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence.

Highlights

  • During this COVID-19 pandemic, blended learning gained fresh impetus in higher education offering support and guiding students learning whilst maintaining social distancing

  • The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence

  • The study showed that cognitive presence was a full mediator between teaching and social presence and revealed a complexity in the interaction within the Community of Inquiry (COI) framework

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Summary

Introduction

During this COVID-19 pandemic, blended learning gained fresh impetus in higher education offering support and guiding students learning whilst maintaining social distancing. Is there any significant correlation between teaching presence and course satisfaction among third-year undergraduates undertaking a blended learning course in UMS? 2. Is there any significant correlation between social presence and course satisfaction among third-year undergraduates undertaking a blended learning course in UMS? 3. Is there any significant correlation between cognitive presence and course satisfaction among third-year undergraduates undertaking a blended learning course in UMS? In Malaysia, Khalid (2014) had conducted a study involving Open University Malaysia students and examined the relationship of the COI framework with course satisfaction in fully online courses. This study has extended the scope to understanding the relationship between course satisfaction and the COI framework in a blended learning setting.

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