This study is conducted to look at the relationship between all types of presence in online group work. Notably, this study is aimed at providing answers to the following questions: a) how do learners perceive cognitive presence in online group work?, b) how do learners perceive social presence in online group work?, c) how learners perceive teacher presence in online group work? and d) is there a relationship between different types of presence in online group work? The respondents of the quantitative study consisted of 331 ESL undergraduates from a public university. A four-part questionnaire was distributed via online. The 5-Likert scale survey instrument was extracted from Aderibigbe (2021) to reveal the association of cognitive, social and teaching presence in online group work. The findings from the study in general show a significantly strong relationship between all three types of presence during online group work. Statistics obtained from the questionnaire indicated impactful roles played by the presence of the three elements during online group work. Majority of the students collectively agree that the presence of cognitive, social and teacher presence have a positive role on their learning experience during online group work. This can provide insights for future educators, researchers as well as students on the importance of understanding the core elements needed during online group work; hence, improving the quality and productivity.
Aderibigbe, S. A. (2021) Can Online Discussions Facilitate deep learning for students in General Education? Heliyon, Vol 7(3), pp 1-6. Retrieved from
https://doi.org/10.1016/j.heliyon.2021.e06414
Berry, S. (2019). Teaching to connect: Community-building strategies for the virtual classroom. Online Learning Journal, 23(1), 164–18
https://doi.org/10.24059/olj.v23i1.1425
Burke, A. (2011). Group Work: How To Use Groups Effectively. The Journal of Effective Teaching. Vol 11(2) pp 87-95. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1092109.pdf
Cameron, B. A., Morgan, K., Williams, K. C., & Kostelecky, K. L. (2009). Group projects: Student perceptions of the relationship between social tasks and a sense of community in online group work. American Journal of Distance Education, 23(1), 20–33.
doi:10.1080/08923640802664466
Chiriac, E. H. (2014). Group work as an Incentive for Learning – Students’ Experiences of Group Work. Front. Psychol,. Sec. Educational Psychology, Vol 5(558) pp 1-10. Retrieved from https://doi.org?10.338/fpsyg.2014.00558
Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3). Retrieved from https://citeseerx.ist.psu.edu/
Dixson, M. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4), 3.
https://doi.org/10.24059/olj.v19i4.561
Feng, X., Xie, J., & Liu, Y. (2017). Using the community of inquiry framework to scaffold online tutoring. The International Review of Research in Open and Distributed Learning, 18, pp 165–187. https://doi.org/10.19173/irrodl.v18i2.2362
Guo, P., Saab, N., Wu, L & Admiraal, W. (2021). The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project-based learning. Journal of computer assisted learning, 37(5), pp 1479-1493. DOI: 10.1111/jcal.12586
Hernandez-Selles, N., Munoz-Carril, P. C., & Gonzalez-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Jeong, K. O. (2019). Online collaborative language learning for enhancing learner motivation and classroom engagement. International Journal of Contents, 15(4), pp 89-96. https://doi.org/10.5392/IJoC.2019.15.4.089
Kilis, S., & Yildirim, Z. (2019). Posting patterns of students’ social presence, cognitive presence, and teaching presence in online learning. Online Learning, 23(2), 179-195. Retrieved from https://doi:10.24059/olj.v23i2.1460
Kovanovic, V., Gasevic, D.,Joksimovic, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions.The Internet and Higher Education, 27, 74-89. https://doi.org/10.1016/j.iheduc.2015.06.002
Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196-216. http://doi.org/10.24059/olj.v23i2.1455
Kokemuller, N. (2021). Advantages and Disadvantages of Group Work in a Classroom Situation. Hearst Newspaper. Retrieved from https://education.seattlepi.com/asvantages-and-disadvantages-of-group-work-in-a-classroom-situation-1333.html
McDonald, L. (2020). Benefits of Group Work. TeachHub.com K-12 Resources By Teachers, For Teachers. Retrieved from https://www.teachhub.com/classroom-management/2020/09/benefits-of-groupwork/
Molinillo, S., Aguilar-Illescas, R., Anaya-Sanchez, R., & Vallespin-Aran M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41–52. doi:10.1016/j.compedu.2018.04.012
Nambiar, D. (2020) The impact of online learning during COVID-19: students’ and teachers’ perspective. International Journal of Indian Psychology, 8(2), 783-793. Retrieved from DIP:18.01.094/20200802, DOI:10.25215/0802.094
Rahmat, N. H. (2022) Learning Group Writing Online: The Case for Cognitive Constructivism. International Journal of Academic Research in Business & Social Sciences, Vol 12(6), pp 1093-1108. http://dx.doi.org/10.6007/IJARBSS/v12-i6/13879
Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive presence in online learning: A systematic review of empirical research from 2000-2019. Elsevier Ltd. Retrieved from https://doi.org/10.1016/j.caeo.2021.100050
Sanders, K., & Lokey-Vega, A. (2020). K-12 community of inquiry: A case study of the applicability of the community of inquiry framework in the k-12 online learning environment. Journal of Online Learning Research, 6(1), 35–56.
Taib, S. A., Iliyas, S. M. M., Noorezam, M., Sa’adan, N., Saleh, N. S., & Jenal, N. (2021). Exploring Phases of Knowledge through Group Work and Online Engagement International Journal of Academic Research in Business and Social Sciences, 11(11), 862 – 881.
Tsakeni, M. (2021). Transition to online learning by a teacher education program with limited 4IR affordances. Research in Social Sciences and Technology Volume 6 Issue 2, 2021. https://doi.org/10.46303/ressat.2021.15
Tolu, A. T., & Evans, L. S. (2013). From distance education to communities of inquiry: A review of historical developments. In Z. Akyol, & D. Garrison (Eds.), Educational communities of inquiry: theoretical framework, research and practice (pp. 45–65). IGI Global. http://https://doi.org/10.4018/978-1-4666-2110-7.ch004
Tsai, P. S., and Tsai, C. C. (2013). College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts. Internet and Higher Education, 17, pp 38-47. doi: https://doi.org/10.1016/j.iheduc.2012.10.001
Aderibigbe, S. A. (2021) Can Online Discussions Facilitate deep learning for students in General Education? Heliyon, Vol 7(3), pp 1-6. Retrieved from
https://doi.org/10.1016/j.heliyon.2021.e06414
Berry, S. (2019). Teaching to connect: Community-building strategies for the virtual classroom. Online Learning Journal, 23(1), 164–18
https://doi.org/10.24059/olj.v23i1.1425
Burke, A. (2011). Group Work: How To Use Groups Effectively. The Journal of Effective Teaching. Vol 11(2) pp 87-95. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1092109.pdf
Cameron, B. A., Morgan, K., Williams, K. C., & Kostelecky, K. L. (2009). Group projects: Student perceptions of the relationship between social tasks and a sense of community in online group work. American Journal of Distance Education, 23(1), 20–33.
doi:10.1080/08923640802664466
Chiriac, E. H. (2014). Group work as an Incentive for Learning – Students’ Experiences of Group Work. Front. Psychol,. Sec. Educational Psychology, Vol 5(558) pp 1-10. Retrieved from https://doi.org?10.338/fpsyg.2014.00558
Cobb, S. C. (2009). Social presence and online learning: A current view from a research perspective. Journal of Interactive Online Learning, 8(3). Retrieved from https://citeseerx.ist.psu.edu/
Dixson, M. (2015). Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4), 3.
https://doi.org/10.24059/olj.v19i4.561
Feng, X., Xie, J., & Liu, Y. (2017). Using the community of inquiry framework to scaffold online tutoring. The International Review of Research in Open and Distributed Learning, 18, pp 165–187. https://doi.org/10.19173/irrodl.v18i2.2362
Guo, P., Saab, N., Wu, L & Admiraal, W. (2021). The Community of Inquiry perspective on students' social presence, cognitive presence, and academic performance in online project-based learning. Journal of computer assisted learning, 37(5), pp 1479-1493. DOI: 10.1111/jcal.12586
Hernandez-Selles, N., Munoz-Carril, P. C., & Gonzalez-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers & Education, 138, 1-12.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Jeong, K. O. (2019). Online collaborative language learning for enhancing learner motivation and classroom engagement. International Journal of Contents, 15(4), pp 89-96. https://doi.org/10.5392/IJoC.2019.15.4.089
Kilis, S., & Yildirim, Z. (2019). Posting patterns of students’ social presence, cognitive presence, and teaching presence in online learning. Online Learning, 23(2), 179-195. Retrieved from https://doi:10.24059/olj.v23i2.1460
Kovanovic, V., Gasevic, D.,Joksimovic, S., Hatala, M., & Adesope, O. (2015). Analytics of communities of inquiry: Effects of learning technology use on cognitive presence in asynchronous online discussions.The Internet and Higher Education, 27, 74-89. https://doi.org/10.1016/j.iheduc.2015.06.002
Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online learners’ engagement and satisfaction. Online Learning, 23(2), 196-216. http://doi.org/10.24059/olj.v23i2.1455
Kokemuller, N. (2021). Advantages and Disadvantages of Group Work in a Classroom Situation. Hearst Newspaper. Retrieved from https://education.seattlepi.com/asvantages-and-disadvantages-of-group-work-in-a-classroom-situation-1333.html
McDonald, L. (2020). Benefits of Group Work. TeachHub.com K-12 Resources By Teachers, For Teachers. Retrieved from https://www.teachhub.com/classroom-management/2020/09/benefits-of-groupwork/
Molinillo, S., Aguilar-Illescas, R., Anaya-Sanchez, R., & Vallespin-Aran M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41–52. doi:10.1016/j.compedu.2018.04.012
Nambiar, D. (2020) The impact of online learning during COVID-19: students’ and teachers’ perspective. International Journal of Indian Psychology, 8(2), 783-793. Retrieved from DIP:18.01.094/20200802, DOI:10.25215/0802.094
Rahmat, N. H. (2022) Learning Group Writing Online: The Case for Cognitive Constructivism. International Journal of Academic Research in Business & Social Sciences, Vol 12(6), pp 1093-1108. http://dx.doi.org/10.6007/IJARBSS/v12-i6/13879
Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive presence in online learning: A systematic review of empirical research from 2000-2019. Elsevier Ltd. Retrieved from https://doi.org/10.1016/j.caeo.2021.100050
Sanders, K., & Lokey-Vega, A. (2020). K-12 community of inquiry: A case study of the applicability of the community of inquiry framework in the k-12 online learning environment. Journal of Online Learning Research, 6(1), 35–56.
Taib, S. A., Iliyas, S. M. M., Noorezam, M., Sa’adan, N., Saleh, N. S., & Jenal, N. (2021). Exploring Phases of Knowledge through Group Work and Online Engagement International Journal of Academic Research in Business and Social Sciences, 11(11), 862 – 881.
Tsakeni, M. (2021). Transition to online learning by a teacher education program with limited 4IR affordances. Research in Social Sciences and Technology Volume 6 Issue 2, 2021. https://doi.org/10.46303/ressat.2021.15
Tolu, A. T., & Evans, L. S. (2013). From distance education to communities of inquiry: A review of historical developments. In Z. Akyol, & D. Garrison (Eds.), Educational communities of inquiry: theoretical framework, research and practice (pp. 45–65). IGI Global. http://https://doi.org/10.4018/978-1-4666-2110-7.ch004
Tsai, P. S., and Tsai, C. C. (2013). College students' experience of online argumentation: Conceptions, approaches and the conditions of using question prompts. Internet and Higher Education, 17, pp 38-47. doi: https://doi.org/10.1016/j.iheduc.2012.10.001
