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Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory.
Br J Educ Psychol. 2022 Dec; 92(4):1651-1666.BJ

Abstract

BACKGROUND

Cyberloafing exists extensively in online learning and impairs learning, yet little is known about how course-related factors affect it. The community of inquiry framework maintains that learning is affected by teaching presence, according to which, we assume that teaching presence impacts cyberloafing, which is mediated by social presence, cognitive presence, and lack of attention, and moderated by normative influence.

AIMS

This study examined the effect of teaching presence on cyberloafing and its underlying mechanisms - the mediating roles of social presence, cognitive presence and lack of attention, and the moderating roles of normative influence.

SAMPLE

Participants were 814 university students who were taking video-centric asynchronous online courses.

METHODS

Self-report instruments were adopted, and data were analysed using structural equation modelling.

RESULTS

Teaching presence was negatively associated with cyberloafing. Social presence (positively), cognitive presence (negatively), and lack of attention (negatively) mediated the relation, respectively. Social presence, cognitive presence and lack of attention were also serial mediators of the association (i.e., teaching presence → social presence → cognitive presence → cyberloafing; teaching presence → cognitive presence → lack of attention → cyberloafing; teaching presence → social presence → cognitive presence → lack of attention → cyberloafing), and these sequential mediating effects were negative. Moreover, normative influence could aggravate the negative effect of cognitive presence on lack of attention, the positive effect of social presence on cyberloafing, and the positive effect of lack of attention on cyberloafing.

CONCLUSIONS

Theoretical and practical implications of the findings for learning and teaching are discussed.

Authors+Show Affiliations

School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China.School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China. Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China.School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China.School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China.School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China. Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China. Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan, China.School of Psychology, Central China Normal University, Wuhan, China. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China. Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China. Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan, China.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

35872593

Citation

Zhang, Yamei, et al. "Teaching Presence Predicts Cyberloafing During Online Learning: From the Perspective of the Community of Inquiry Framework and Social Learning Theory." The British Journal of Educational Psychology, vol. 92, no. 4, 2022, pp. 1651-1666.
Zhang Y, Tian Y, Yao L, et al. Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory. Br J Educ Psychol. 2022;92(4):1651-1666.
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2022). Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory. The British Journal of Educational Psychology, 92(4), 1651-1666. https://doi.org/10.1111/bjep.12531
Zhang Y, et al. Teaching Presence Predicts Cyberloafing During Online Learning: From the Perspective of the Community of Inquiry Framework and Social Learning Theory. Br J Educ Psychol. 2022;92(4):1651-1666. PubMed PMID: 35872593.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory. AU - Zhang,Yamei, AU - Tian,Yuan, AU - Yao,Liangshuang, AU - Duan,Changying, AU - Sun,Xiaojun, AU - Niu,Gengfeng, Y1 - 2022/07/24/ PY - 2022/06/23/revised PY - 2022/02/12/received PY - 2022/06/27/accepted PY - 2022/7/26/pubmed PY - 2022/11/15/medline PY - 2022/7/25/entrez KW - cognitive presence KW - cyberloafing KW - lack of attention KW - normative influence KW - social presence KW - teaching presence SP - 1651 EP - 1666 JF - The British journal of educational psychology JO - Br J Educ Psychol VL - 92 IS - 4 N2 - BACKGROUND: Cyberloafing exists extensively in online learning and impairs learning, yet little is known about how course-related factors affect it. The community of inquiry framework maintains that learning is affected by teaching presence, according to which, we assume that teaching presence impacts cyberloafing, which is mediated by social presence, cognitive presence, and lack of attention, and moderated by normative influence. AIMS: This study examined the effect of teaching presence on cyberloafing and its underlying mechanisms - the mediating roles of social presence, cognitive presence and lack of attention, and the moderating roles of normative influence. SAMPLE: Participants were 814 university students who were taking video-centric asynchronous online courses. METHODS: Self-report instruments were adopted, and data were analysed using structural equation modelling. RESULTS: Teaching presence was negatively associated with cyberloafing. Social presence (positively), cognitive presence (negatively), and lack of attention (negatively) mediated the relation, respectively. Social presence, cognitive presence and lack of attention were also serial mediators of the association (i.e., teaching presence → social presence → cognitive presence → cyberloafing; teaching presence → cognitive presence → lack of attention → cyberloafing; teaching presence → social presence → cognitive presence → lack of attention → cyberloafing), and these sequential mediating effects were negative. Moreover, normative influence could aggravate the negative effect of cognitive presence on lack of attention, the positive effect of social presence on cyberloafing, and the positive effect of lack of attention on cyberloafing. CONCLUSIONS: Theoretical and practical implications of the findings for learning and teaching are discussed. SN - 2044-8279 UR - https://www.unboundmedicine.com/medline/citation/35872593/Teaching_presence_predicts_cyberloafing_during_online_learning:_From_the_perspective_of_the_community_of_inquiry_framework_and_social_learning_theory_ DB - PRIME DP - Unbound Medicine ER -
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