Online learning during the Covid-19 pandemic period: Studies on the social presence and affective and cognitive engagement of students

Authors

  • Mahyudin Ritonga Muhammadiyah University of West Sumatera
  • Ahmad Lahmi Muhammadiyah University of West Sumatera
  • Riki Saputra Muhammadiyah University of West Sumatera
  • Mursal Muhammadiyah University of West Sumatera
  • Nofrizaldi MAN Insan Cendikia Padang Pariaman

DOI:

https://doi.org/10.47750/pegegog.12.01.21

Keywords:

online learning; social presence; Affective engagement; cognitive involvement

Abstract

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

Download data is not yet available.

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

2022-01-02

How to Cite

Ritonga, M., Lahmi, A., Saputra, R., Mursal, & Nofrizaldi, N. (2022). Online learning during the Covid-19 pandemic period: Studies on the social presence and affective and cognitive engagement of students. Pegem Journal of Education and Instruction, 12(1), 207–212. https://doi.org/10.47750/pegegog.12.01.21

Issue

Section

Article

Most read articles by the same author(s)