Online learning during the Covid-19 pandemic period: Studies on the social presence and affective and cognitive engagement of students
DOI:
https://doi.org/10.47750/pegegog.12.01.21Keywords:
online learning; social presence; Affective engagement; cognitive involvementAbstract
The fact that an educational institution is closed temporarily as one of the government's efforts and participation of education to withstand the pace of the spread of the Covid-19 pandemic. In line with that learning is diverted from the face-to-face system to online learning, in reality online learning the social presence of learners not as expected, on the other hand, learners who are usually active on offline learning both from affective and cognitive aspects are invisible to online learning. The research findings are learners who have an active social presence showing high affective and cognitive involvement in the study online, while students whose sociability passive involvement indicates that they do not engage both affective and cognitive studies during their studies. Researchers have concluded that students who are social and active in affective and cognitive involvement in offline learning do not guarantee the same conditions found online learning.
Downloads
References
Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of Students Regarding E-learning During Covid-19 at a Private Medical College. Pakistan Journal of Medical Science, 36(Covid19-S4), 2–6. https://doi.org/https://doi.org/10.12669/pjms.36.COVID19-S4.2766 How
Almaiah, M. A., Al-khasawneh, A., & Althunibat, A. (2020). Exploring the Critical Challenges and Factors Influencing the E-Learning System Usage During Covid-19 Pandemic. Education and Information Technologies, 22(May), 1–20. https://doi.org/https://doi.org/10.1007/s10639-020-10219-y Exploring
Ani, U. P. D., Kolajo, T., Ogbuju, E., & Adewumi, S. E. (2015). Internet Capabilities for Effective Learning and Research Internet Capabilities for Effective Learning and Research. International Journal of Innovation and Scientific Research, 13(1), 341–348. http://www.ijisr.issr-journals.org/
Ben-Eliyahu, A., Moore, D., Dorph, R., & Schunn, C. D. (2018). Investigating the multidimensionality of engagement : A ff ective , behavioral , and cognitive engagement across science activities and contexts. Contemporary Educational Psychology, 53(January), 87–105. https://doi.org/10.1016/j.cedpsych.2018.01.002
Borup, J. (2016). Teacher Perceptions of Learner-Learner Engagement at a Cyber High School. International Review of Research in Open and Distributed Learning, 17(3), 231–2350.
Brown, J. C., & Park, H. (2015). Comparing Student Research Competencies in Online and Traditional Face-to-Face Learning Environments. TOJDEL: The Online Journal of Distance Education and e-Learning, 3(1), 1–7.
Brown, N., Riele, K., Shelley, B., & Woodroffe, J. (2020). Learning at Home During Covid-19: Effects on Vulnerable Young Australians Independent Rapid Response Report (Issue April). University of Tasmania Peter Underwood Centre for Education Attainment.
Casimiro, L. T. (2016). Cognitive Engagement in Online Intercultural Interactions: Beyond Analytics. International Journal of Information and Education Technology, 6(6), 441–447. https://doi.org/10.7763/IJIET.2016.V6.729
Chinmi, M., Marta, R. F., Haryono, C. G., Fernando, J., & Goswami, J. K. (2020). Exploring Online News as Comparative Study Between Vendatu at India and Ruang Guru From Indonesia in Covid-19 Pandemic. Journal of Content, Community & Communication, 11(6), 167–176. https://doi.org/10.31620/JCCC.06.20/13
Clermont, A. N. P. (1980). Social Interaction and Cognitive Development in Children. Academic Press.
Cobb, S. C. (2009). Social Presence and Online Learning: A Current View from a Research Perspective. Journal of Interactive Online Learning, 8(3), 241–254.
David, R., Pellini, A., Jordan, K., & Phillips, T. (2020). Education during the COVID-19 Crisis Opportunities and Constraints of Using EdTech in low-income Countries. Policy Brief, April, 2–10.
DeNoyelles, A., Zydney, J. M., & Chen, B. (2014). Strategies for Creating a Community of Inquiry Through Online Asynchronous Discussions. MERLOT Journal of Online Learning and Teaching, 10(1), 153–165.
Dhawan, S. (2020). Online Learning: A Panacea in the Time of Covid-19 Crisis. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Ferdiana, S. (2020). Persepsi Mahasiswa tentang Penggunaan Media Daring pada Program Studi S1 Ilmu Gizi Sekolah Tinggi Ilmu Kesehatan Surabaya selama Masa Pandemi Corona Virus Disease (COVID-19). Indonesian Journal of Science Learning, 1(1), 5–12. http://jurnalftk.uinsby.ac.id/index.php/IJSL
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, Cognitive Presence , and Computer Conferencing in Distance Education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Garrison, & T, A. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. Routledge/Falmer.
Henry, E., Hinshaw, R., Al-Bataineh, A., & Bataineh, M. (2020). Exploring Teacher and Student Perceptions on the Use of Digital Conferencing Tools when Providing Feedback in Writing Workshop. TOJET: The Turkish Online Journal of Educational Technology, 19(3), 41–50.
Hostetter, C. (2013). Community Matters: Social Presence and Learning Outcomes. Journal of the Scholarship of Teaching and Learning, 13(1), 77–86.
Kara, N., Çubukçuo, B., & Elçi, A. (2020). Using Social Media to Support Teaching and Learning in Higher Education: an Analysis of Personal Narratives. Research in Learning Technology, 28(July), 1–16. https://doi.org/http://dx.doi.org/10.25304/rlt.v28.2410
Kilis, S., & Yildirim, Z. (2019). Posting Patterns of Students’ Social Presence, Cognitive Presence, and Teaching Presence in Online Learning. Online Learning Journal –, 23(2), 179–195. https://doi.org/10.24059/olj.v23i2.1460
Kireev, B., Zhundibayeva, A., & Aktanova, A. (2019). Distance Learning at Higher Education Institutions: Results of an Experiment. Journal of Social Studies Education Research, 10(3), 387–403. www.jsser.org
Krish, P., Maros, M., & Stapa, S. H. (2012). Sociocultural Factors and Social Presence in an Online Learning Environment. GEMA OnlineTM Journal of Language Studies, 12(1), 201–213.
Lawrence, R., Ching, L. F., & Abdullah, H. (2019). Strengths and Weaknesses of Education 4.0 in the Higher Education Institution. International Journal of Innovative and Exploring Engineering (IJITEE), 9(2), 511–519. https://doi.org/10.35940/ijitee.B1122.1292S319
Lowenthal, P. R., & Dennen, V. P. (2017). Social Presence, Identity, and Online Learning: Research Development and Needs. Distance Education, 38(2), 137–140. https://doi.org/10.1080/01587919.2017.1335172
Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an Online vs . Face-to-Face Environmental Science Course From 2009 to 2016. Frontiers in Computer Science, 1(November), 1–9. https://doi.org/10.3389/fcomp.2019.00007
Rawat, M. D. (2016). Importance of Communication in Teaching Learning Process. An International Peer Reviewed & Referred Scholarly Research Journal for Interdisciplinary Studies, 4(26), 3058–3063.
Ritonga, M. (2020). Learning From Home (LFH) dan Kerinduan yang Mendalam. In Inovasi Pembelajaran Era Covid-19 Pengalaman & Pengamatan Selama Pandemi Covid19 (pp. 80–83). Cv Markumi.
Sadeghi, M. (2019). A Shift from Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education (IJREE), 4(1), 80–88.
Sesmiyanti. (2016). Student’s Cognitive Engagement in Learning Process. Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education, 5(2), 48–51.
Suhartini, S., Sekarningrum, B., Sulaeman, M. M., & Gunawan, W. (2019). Social Construction of Student Behavior Through Character Education Based on Local Wisdom. Journal of Social Studies Education Research, 10(3), 276–291. www.jsser.org
Tantri, N. R. (2018). Kehadiran Sosial dalam Pembelajaran Daring Berdasarkann Sudut Pandang Pembelajar Pendidikan Terbuka dan Jarak Jauh. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 19(1), 19–30.
Topciu, M., & Myftiu, J. (2015). Vygotsky Theory on Social Interaction and its Influence on the Development of Pre-School. European Journal of Social Science Education and Research, 2(3), 172–179.
Trespalacios, J., & Lowenthal, P. R. (2019). What do Students Like and Dislike About Learning Online: An Investigation of Graduates’ Satisfaction and Perceptions of Community in Online Courses. Australasian Journal of Educational Technolofy, 35(5), 60–78. https://doi.org/10.14742/ajet.4364
Tu, C.-H. (2002). The Measurement of Social Presence in an Online Learning. International Journal on E-Learning, June, 34–45.
Valverde-Berrocoso, J., Garrido-Arroyo, M. del C., Burgos-Videla, C., & Morales-Cevallos, M. B. (2020). Trends in Educational Research about e-Learning: A Systematic Literature Review (2009-2018). Sustainability, 12(Ldc), 1–23. https://doi.org/doi:10.3390/su12125153
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
