| Autor: |
Cui, Xiangping, Qian, Jiangming, Garshasbi, Soheila, Zhang, Susan, Sun, Geng, Wang, Juan, Shen, Jun, Yue, Lin, Lyu, Yewen |
| Předmět: |
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| Zdroj: |
STEM Education; 2024, Vol. 4 Issue 2, p1-24, 24p |
| Abstrakt: |
Presence can promote online learners' learning effectiveness in higher education, but in livestream teaching, the influential relationship between different types of presence and learning effectiveness is unclear. Therefore, based on the Community of Inquiry (CoI) Framework, we used structural equation, hierarchical regression, and the Bootstrap self-serving method to conduct a survey on college students participating in livestream teaching practice. The research findings revealed that livestream teaching substantially impacts learning effectiveness, with teaching presence, social presence, and cognitive presence all playing crucial roles. Notably, teaching presence has a significant positive influence on learning effectiveness through two key mediating factors: Social presence and cognitive presence. Consequently, three distinct mediating paths are identified. Among these three mediating paths, the most optimal route for teaching presence to enhance learning effectiveness is mediating cognitive presence. In conclusion, we recommend improving the livestream teaching environment, guiding learners toward active participation to promote a sense of embodiment, and elaborately designing livestream learning activities to improve interactivity. Finally, this paper offers evidence and insights for the improvement of livestream teaching in colleges, which will enhance learners' overall learning effectiveness. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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