Investigating the Effects of Direct Instruction and Facilitated Discourse on Social and Cognitive Presence in Blended Learning.
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| Title: | Investigating the Effects of Direct Instruction and Facilitated Discourse on Social and Cognitive Presence in Blended Learning. |
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| Authors: | Adam, Mohamed Shameem1, Hamid, Junainah Abd2, Khatibi, Ali2, Ferdous Azam, S. M.2 |
| Source: | Online Learning. 2025, Vol. 29 Issue 1, p89-108. 20p. |
| Subject Terms: | *Blended learning, *Community of inquiry, *Higher education, *Direct instruction, *Teaching methods, *Student engagement, Social interaction, Mental work |
| Abstract: | Community of Inquiry-a theoretical framework that consists of three interrelated elements: teaching presence, social presence, and cognitive presence-has been used widely in online and blended learning as an instructional design model to create and sustain conditions that facilitate meaningful learning in a learning community. Teaching presence is often regarded as the most important element for developing and maintaining social and cognitive presence and directing the community for purposeful learning. However, little is known about the effects of subdimension of teaching presence on social and cognitive presence. This study examined the effects of two components of teaching presence: direct instruction and facilitated discourse on social and cognitive presence in blended learning. Data was gathered from 466 blended learning students in higher education using the Community of Inquiry Survey. Results from structural equation modelling revealed that social presence has (i) a full mediating effect in the relationship between direction instruction and cognitive presence, and (ii) a partial mediating effect on the relationship between facilitated discourse and cognitive presence. The finding provides valuable insights into how direct instruction and the facilitation of discourse shape social and cognitive presence. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187372659 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Investigating the Effects of Direct Instruction and Facilitated Discourse on Social and Cognitive Presence in Blended Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adam%2C+Mohamed+Shameem%22">Adam, Mohamed Shameem</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hamid%2C+Junainah+Abd%22">Hamid, Junainah Abd</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Khatibi%2C+Ali%22">Khatibi, Ali</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ferdous+Azam%2C+S%2E+M%2E%22">Ferdous Azam, S. M.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. 2025, Vol. 29 Issue 1, p89-108. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+of+inquiry%22">Community of inquiry</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Direct+instruction%22">Direct instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+work%22">Mental work</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Community of Inquiry-a theoretical framework that consists of three interrelated elements: teaching presence, social presence, and cognitive presence-has been used widely in online and blended learning as an instructional design model to create and sustain conditions that facilitate meaningful learning in a learning community. Teaching presence is often regarded as the most important element for developing and maintaining social and cognitive presence and directing the community for purposeful learning. However, little is known about the effects of subdimension of teaching presence on social and cognitive presence. This study examined the effects of two components of teaching presence: direct instruction and facilitated discourse on social and cognitive presence in blended learning. Data was gathered from 466 blended learning students in higher education using the Community of Inquiry Survey. Results from structural equation modelling revealed that social presence has (i) a full mediating effect in the relationship between direction instruction and cognitive presence, and (ii) a partial mediating effect on the relationship between facilitated discourse and cognitive presence. The finding provides valuable insights into how direct instruction and the facilitation of discourse shape social and cognitive presence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187372659 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v29i1.4182 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 89 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Community of inquiry Type: general – SubjectFull: Higher education Type: general – SubjectFull: Direct instruction Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Mental work Type: general Titles: – TitleFull: Investigating the Effects of Direct Instruction and Facilitated Discourse on Social and Cognitive Presence in Blended Learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adam, Mohamed Shameem – PersonEntity: Name: NameFull: Hamid, Junainah Abd – PersonEntity: Name: NameFull: Khatibi, Ali – PersonEntity: Name: NameFull: Ferdous Azam, S. M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Online Learning Type: main |
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