A large-scale SEM study of the presence, process and achievement model for online learning in higher education
Bibliographic Data
| ID | 21632153 |
|---|---|
| Authors | İbrahim Hakkı Bulut (0000-0002-2763-4922, Istanbul Medeniyet University, corresponding author), Serkan Ucan (0000-0002-3639-3171, Istanbul Medeniyet University) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-07-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2026.2694690 |
| OpenAlex | W7167675182 |
| Language | EN |
| References cited | 46 |
This study develops and tests an integrated model of how instructional context – teaching presence and social presence – relates to students’ online learning processes and perceived academic achievement. Survey data from 2874 university students were analysed using split-sample EFA/CFA and structural equation modelling. Teaching and social presence were positively associated with students’ regulation of motivation, which in turn predicted regulation of cognition. Teaching and social presence, alongside regulation processes, also predicted collaborative interactions, and all three processes predicted perceived achievement. The model showed acceptable fit and all hypothesised paths were significant. Findings suggest that strengthening teaching and social presence can facilitate self-regulatory and collaborative processes that support students’ online learning
Collaborative learning · Educational technology · Higher education · Online learning · Social influence · Structural equation modeling · Teaching method · Educational Environments and Student Outcomes · Motivation and Self-Concept in Sports · Online and Blended Learning
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| Highly cited | No |
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