Student Learning Satisfaction in Online Learning Environments and Teacher Presence: Is there a connection?

Apr 28 2022

Key Takeaway: In the past two years, education all over the world has been forced to adapt and embrace online learning. Students and teachers alike had to become more proficient in using technology—some navigating with ease, and others finding it more challenging. However, just as educator presence and student self-efficacy is important and impactful in the classroom, these two factors are also crucial to successful online learning. —Nika Espinosa

Lim et al.’s (2021) study, “Making online learning more satisfying: The effects of online-learning self-efficacy, social presence, and content structure” is the first to consider how social presence may matter more when learners have lower online learning self-efficacy and, separately, when the content is less structured. Here, the authors analysed readily available research on topics such as online learning, learning satisfaction, social presence, and online learning efficacy to help guide their hypotheses and research questions. 

This study was conducted with university students in Singapore. In order to establish variables, the researchers focused on a single discipline, manipulated instructor presence through the use of vocal tone, and utilized the life events of a historical figure, which provided the authors with both structured and unstructured content. The authors also used four different videos that included one of the following factors: 

The authors measured variables using 7-point scales, adapted to fit the context. The different hypotheses and research question studied are listed below:

In conclusion, the findings suggest that we need to develop learner online self-efficacy and enhance instructor presence during online learning in order to develop self-directed learners that will benefit greatly from virtual lessons. Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.

Summarized Article:

Lim, J. R. N., Rosenthal, S., Sim, Y. J. M., Lim, Z.-Y., & Oh, K. R. (2021). Making online learning more satisfying: The effects of online-learning self-efficacy, social presence, and content structure. Technology, Pedagogy and Education, 1–14. https://doi.org/10.1080/1475939x.2021.1934102

Summary by: Nika Espinosa – Nika believes that personalized learning is at the heart of special education and strives to collaborate with educators in providing a holistic, personalized approach to supporting all learners through the MARIO Framework.

Research author Sonny Rosenthal, Ph.D., was involved in the final version of this summary.

Additional References:

  1. Rosenthal, S., & Walker, Z. (2020). Experiencing live composite video lectures: Comparisons with traditional lectures and common video lecture methods. International Journal for the Scholarship of Teaching and Learning, 14(1), A08. https:// doi.org/10.20429/ijsotl.2020.140108
  2. Wilson, K. E., Martinez, M., Mills, C., D’Mello, S., Smilek, D., & Risko, E. F. (2018). Instructor presence effect: Liking does not always lead to learning. Computers & Education, 122, 205–220. https://doi.org/10.1016/j.compedu.2018.03.011
  3. Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24(3), 260–270. https://doi.org/10.1111/j.1365-2729.2007.00258.x
  4. Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41–51. https://doi.org/10.1080/08923640109527083
  5. Womble, J. C. (2007). E-learning: The relationship among learner satisfaction, self-efficacy, and usefulness. Alliant International University. https://www.learntechlib.org/p/119496

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