The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia
The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framewo...
| _version_ | 1825714553853313024 |
|---|---|
| author | Tan, Choon Keong Kon, Onn Keong |
| author_facet | Tan, Choon Keong Kon, Onn Keong |
| author_sort | Tan, Choon Keong |
| collection | UMS |
| description | The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence. |
| first_indexed | 2024-03-06T03:13:32Z |
| format | Article |
| id | ums.eprints-31689 |
| institution | Universiti Malaysia Sabah |
| language | English English |
| last_indexed | 2024-03-06T03:13:32Z |
| publishDate | 2021 |
| publisher | Scholink Inc. |
| record_format | dspace |
| spelling | ums.eprints-316892022-02-25T09:03:57Z https://eprints.ums.edu.my/id/eprint/31689/ The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia Tan, Choon Keong Kon, Onn Keong LB5-3640 Theory and practice of education The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence. Scholink Inc. 2021 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/31689/1/The%20relationship%20of%20teaching%2C%20social%20and%20cognitive%20presence%20with%20course%20satisfaction%20in%20a%20TESL%20programme%20course%20in%20a%20public%20university%20in%20Sabah%2C%20East%20Malaysia_ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/31689/2/The%20relationship%20of%20teaching%2C%20social%20and%20cognitive%20presence%20with%20course%20satisfaction%20in%20a%20TESL%20programme%20course%20in%20a%20public%20university%20in%20Sabah%2C%20East%20Malaysia.pdf Tan, Choon Keong and Kon, Onn Keong (2021) The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia. Studies in English Language Teaching, 9. pp. 35-46. ISSN 2372-9740 (P-ISSN) , 2329-311X (E-ISSN) http://www.scholink.org/ojs/index.php/selt/article/view/3782/3937 https://doi.org/10.22158/selt.v9n2p35 https://doi.org/10.22158/selt.v9n2p35 |
| spellingShingle | LB5-3640 Theory and practice of education Tan, Choon Keong Kon, Onn Keong The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title | The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title_full | The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title_fullStr | The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title_full_unstemmed | The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title_short | The relationship of teaching, social and cognitive presence with course satisfaction in a TESL programme course in a public university in Sabah, East Malaysia |
| title_sort | relationship of teaching social and cognitive presence with course satisfaction in a tesl programme course in a public university in sabah east malaysia |
| topic | LB5-3640 Theory and practice of education |
| url | https://eprints.ums.edu.my/id/eprint/31689/1/The%20relationship%20of%20teaching%2C%20social%20and%20cognitive%20presence%20with%20course%20satisfaction%20in%20a%20TESL%20programme%20course%20in%20a%20public%20university%20in%20Sabah%2C%20East%20Malaysia_ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/31689/2/The%20relationship%20of%20teaching%2C%20social%20and%20cognitive%20presence%20with%20course%20satisfaction%20in%20a%20TESL%20programme%20course%20in%20a%20public%20university%20in%20Sabah%2C%20East%20Malaysia.pdf |
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