IADIS Conference

1. 20-23 July, Rome
2011 IADIS e-Learning Conference
Analysis of the Structural Relationship between
Teaching Presence, Cognitive Presence, Social Presence ,
Organizational Support and Satisfaction
in Korean Cyber University
Young Ju Joo
Kyu Yeon Lim
Sun Hee Kim
Eugene Lim
Na Yeon Yoo
Ewha Womans University, Republic of Korea
Supported by National Research Foundation of Korea Grant
funded by the Korean Government (2009-0084920)

2. 1. Introduction
2. Theoretical Background
3. Research Method
4. Research Results
5. Discussion and Conclusion
2

3. Introduction
Cyber University in South Korea
Since March of 2009, South Korea government revised relevant educational laws;
distance learning institutions were converted into cyber universities.
Total 18 cyber universities (2011).
Among 18 cyber universities, 4 of them are providing Master degree programs
such as MBA .
About 164,000 learners have been enrolled in Cyber Universities
(Korean Ministry of Education, Science and Technology, 2011).
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4. Introduction
Purpose of study
Quality and educational
Raised problems about the quality of Cyber University
effect were degraded
compared to their
learning experience in
Choose the satisfaction as a main variable
traditional institutions
affecting quality of Cyber University (Korea Institute for
Electronic
Commerce, 2009).
Search for variables affecting satisfaction
Choose teaching, cognitive, social presence and
organizational support as exogenous variables
Provide suggestions for better Cyber University
through SEM
4

5. Introduction
When learning satisfaction
Raised problems about the quality of Cyber University goes up,
learners could meet their
educational goals.
Choose the satisfaction as a main variable Satisfaction is an important
affecting quality of Cyber University variable to measure the
learning outcome
(Ellis, 2008; Johnson et
al., 2008; Morgan, 2007).
Search for variables affecting satisfaction
Choose teaching, cognitive, social presence and
organizational support as exogenous variables
Provide suggestions for better Cyber University
through SEM
5

6. Introduction
Raised problems about the quality of e-Learning and
educational effect
Choose the satisfaction as main variables
relate to e-Learning effect ?
?
Search for variables affecting satisfaction Satisfaction
?
?
Choose teaching, cognitive, social presence and
organizational support as exogenous variables
Provide suggestions for better Cyber University
through SEM
6

7. Introduction
Raised problems about the quality of e-Learning and
educational effect
Choose the satisfaction as main variables
relate to e-Learning effect
Increased interest in
Search for variables affecting satisfaction studying presences as
key variables to improve
the quality of learning.
Choose teaching, cognitive, social presence and perceived The importance of
organizational support as exogenous variables perceived organizational
support in determining
success or failure of
student s’ learning
Provide a guideline through structural causal relationship (Zirkle, 2004).
7

8. Introduction
Raised problems about the quality of e-Learning and
educational effect
Choose the satisfaction as main variables
relate to e-Learning effect
Search for variables affecting satisfaction
Limited focus on the
correlations or predictions
Choose presence(teaching, cognitive, social) as the (Taylor, Schepers &
learner’s internal and organizational support as Crous, 2006).
external variables affecting satisfaction
Lack of in-depth analysis of
the integrated causal
Provide suggestions for better Cyber University relationship(Morris, Wu &
through SEM Finnegab, 2005).
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9. Introduction
Research Question
Teaching
Presence
Cognitive
Presence
Social Satisfaction
Presence
Perceived
Organizational
Support
Do teaching presence, cognitive presence, social presence and
perceived organizational support affect satisfaction?
9

10. Theoretical Background
Community of Inquiry Model
Teaching
Presence
Cognitive Social
Presence Presence
(Garrison & Arbaugh, 2007)
10

11. Theoretical Background
Teaching Presence
1. Definition
 Learner’s perception of the overall instruction, including instructional design,
organization, and learning facilitation (Arnold & Ducate, 2006).
2. Previous Studies
 Difference in learning outcome based on the instructor’s role and teaching
strategies in discussions and emphasized the critical role and skills the
instructors play in cyber education. (Wu & Hiltz, 2007).
 The interaction between instructors and learners contributes more to
learner’s satisfaction than the interaction among learners (Garrison &
Cleveland-Innes, 2005).
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12. Theoretical Background
Cognitive Presence
1. Definition
 Construction and confirmation of the meaning of learner’s self-reflection and
discourse (Garrison & Arbaugh, 2007).
2. Previous Studies
 Necessary to reflect on the intellectual aspects of content and context in
learning.
 An important variable in predicting the learning outcome such as satisfaction
and achievement (Martinez, 2003; Kang et al., 2008).
 When the level of two subordinated variables is higher, learners achieve a
higher level of satisfaction and achievement in their e-Learning experience
(Kang, 2005).
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13. Theoretical Background
Social Presence
1. Definition
 Degree of learners perceive themselves socially and affectively in a media -
mediated communication environment (Garrison & Arbaugh, 2007).
 Communication and formation of relationship with others in individual – based
cyber learning (Joo & Ha, 2010).
2. Previous Studies
 In on-line learning environment, social presence has meaningful effect on
perceived learning and satisfaction (Richardson & Swan, 2003).
 Social presence including application-specific computer self-efficacy (AS-
CSE), perceived usefulness is strongly related course satisfaction in cyber
learning (Johnson, Hornik & Salas, 2008).
13

14. Theoretical Background
Perceived Organizational Support
1. Definition
 The extent which the organization values to their contributions and cares about
their well-being (Eisenberger, Huntington, Hutchinson & Sowa, 1986).
 Consists of administrative services, instructional support services such as
tutoring counseling, and feedback (Robinson, 1995).
2. Previous Studies
 Instructor’s expertise in e-learning, and his counseling and support were
the best predictors for course satisfaction and learning achievement
(Paechter, Maier & Macher, 2010).
 Organizational support has strong relationship with learning
outcomes, such as students' satisfaction, perceived learning of the subject
matter, and perceived skill development (Rossin, Ro, Klein & Guo, 2009).
14

15. Theoretical Background
Recent Research Trends
Variables
Previous Studies
Exogenous Endogenous
Teaching Presence  Garrison & Cleveland-Innes (2005)
 Wu & Hiltz (2004)
Cognitive Presence  Kang, Kim & Park (2008)
 Martinez (2003)
Satisfaction
 Gunawardena & Zittle (1997)
Social Presence  Richardson & Swan (2003)
 Shin (2003)
Perceived  Robins (1995)
Organizational Support  Zirkle (2004)
15

16. Theoretical Background
Hypothetical Research Model
Teaching
Presence
Cognitive
Presence
Social Satisfaction
Presence
Perceived
Organizational
Support
Hypothesis
Teaching, cognitive, social presence and perceived organizational
support affect satisfaction.
16

17. Research Method
Participants
 Convenient Sampling Method : W Cyber University
 Initial sample : consisted of 788 students
 Data analyzed : 769 students
 Age distribution from 20 to 65 years old
 Subjects’ background
Gender Age Semester Enrolled
3%
8%
15%
31% 27% 20% 41%
16%
69% 20s 5th & 6th
30s 1st & 2nd
42% 28%
40s 3rd & 4th
Male 50s 5th & 6th
7th ~ 17
Female 60s 7th ~

18. Research Method
Research Procedure
 Web-based surveys
 End of the spring semester of 2009
 For 2 weeks
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19. Research Method
Measurement Instrument
* 5 point Likert scale
Components Source Cronbach’s α item
Teaching Presence Swan(2008) .89 6 items
The professor encouraged me to get involved in the study
session through the phone calls, emails, and SMS.
Cognitive Presence Swan(2008) .82 6 items
I can understand the overall flow of the class session.
Social Presence Kang et al. (2008) .82 11 items
I felt closed to my peers.
Organizational Support Kim (2008) .80 6 items
My peers gave me information that helped me get involved
in the class session.
Satisfaction Shin (2003) .96 8 items
I am satisfied with the on-line course on the whole.
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20. Research Results
Descriptive Statistics and Correlation
1. Normality Curve
All variables showed normality curve.
2. Descriptive Analysis
Mean: 3.21~4.07, S.D.: .48~.73
3. Correlation Analysis
All exogenous variables were found to be significantly correlated to endogenous
variable. (n=769)
Variable Mean S.D. 1 2 3 4 5 6 7 8 9 10 11 12
1. Teaching Presence 1 3.88 .57 -
2. Teaching Presence 2 3.80 .60 .82* -
3. Cognitive Presence 1 3.81 .55 .54* .50* -
4. Cognitive Presence 2 3.83 .48 .49* .44* .59* -
5. Social Presence 1 3.21 .61 .42* .43* .43* .39* -
6. Social Presence 2 3.21 .67 .33* .34* .37* .35* .81* -
7. Social Presence 3 3.42 .58 .47* .49* .43* .37* .77* .79* -
8. Perceived Organizational Support 1 3.40 .67 .55* .58* .45* .37* .50* .47* .53* -
9. Perceived Organizational Support 2 3.47 .73 .51* .55* .41* .36* .58* .57* .60* .75* -
10. Satisfaction 1 4.05 .63 .64* .61* .55* .45* .42* .34* .45* .51* .50* -
11. Satisfaction 2 3.94 .65 .64* .61* .57* .48* .40* .34* .41* .55* .49* .84* -
12. Satisfaction 3 4.07 .62 .63* .61* .55* .47* .39* .34* .43* .49* .48* .85* .87* -
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*p<.05

21. Research Results
Examination of Measurement Model
3. Confirmatory Factor Analysis
Teaching 1
e1 Presence .94
Teaching
Teaching 2
.91 Presence
e2 Presence
.65
Cognitive1 .78
e3 Presence
Cognitive . 64
.85
e4
Cognitive2 Presence
Presence
.67 .44
Social 1
e5
Presence .91
Social 2
.91 Social .39
e6 .45
Presence Presence
Social 3 .91
e7
Presence .39 .38
e8 .87
Support 1 Perceived
.41
.86 Organizational
e9 Support 2 Support
.55
e10 Sat 1 .93
.85 Satisfaction
e11 Sat 2
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22. Research Results
Examination of Measurement Model
4. Fitness of the Measurement Model
TLI value was .985, CFI value was .991 and RMSEA value was .051.
(n=769)
RMSEA
χ2 df TLI CFI
(90% Confidence Interval)
Measurement
182.067 44 .985 .991 .051(.039~.063)
Model
Criteria - - >.90 >.90 <.08
Measurement Model fitness was good!
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23. Research Results
Examination of Structural Model
5. Fitness of the Structural Model
TLI value was .973, CFI value was .982 and RMSEA value was .064.
(n=769)
RMSEA
χ2 df TLI CFI
(90% Confidence Interval)
Structural
184.849 44 .973 .982 .064(.054~.073)
Model
Criteria - - >.90 >.90 <.08
Structural Model fitness was good!
Teaching
Presence .40
Cognitive .36
Presence Satisfaction
Social
Presence .14
Perceived
Organizational
Support
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24. Research Results
Examination of Modified Model
6. Fitness of the Modified Model
TLI value was .989, CFI value was .994 and RMSEA value was .046.
(n=769)
RMSEA
χ2 df TLI CFI
(90% Confidence Interval)
Modified
55.773 21 .989 .994 .046(.031~.061)
Model
Criteria - - >.90 >.90 <.08
Modified Model fitness was good!
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25. Research Results
Examination of Modified Model
7. Effect Analysis of Path Coefficient
Unstandardized Standardized
Standard
Path between Variables Coefficient Coefficient t
Error
(B) (β)
Teaching
.42 .40 .05 7.95*
Presence
Cognitive
.60 .36 .08 7.25*
Satisfaction Presence
Perceived
Organizational .13 .14 .04 3.25*
Support
*p<.05
Teaching presence > Cognitive presence > Perceived organizational support
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26. Conclusion and Discussion
Discussion
Teaching
Presence .40
Cognitive .36
Presence Satisfaction
.14
Perceived
Organizational
Support
 Teaching, cognitive presence and perceived organization support affected
satisfaction.
 Same results of previous studies(Garrison & Cleveland-Innes, 2005; Kang, Kim
& Park, 2008; Robins, 1995).
 Social presence did not affect satisfaction.
 Different result of previous studies(Richardson & Swan, 2003; Shin, 2003).
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27. Conclusion and Discussion
Conclusion
Teaching, cognitive presence and perceived organization support
affected satisfaction
 To improve teaching presence,
Cyber education should provide feedback from instructors, and instructors
should confirm learners can follow what they learned frequently.
 To improve cognitive presence,
The contents of cyber education should be designed to cause learners’ interests
and connect learners’ previous knowledge.
 To improve perceived organizational support,
Organization should provide various scholarships, counseling and effective LMS
to facilitate learning.
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28. Conclusion and Discussion
Conclusion
Social presence did not affect satisfaction.
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29. Conclusion and Discussion
Future Studies
1.
Subsequent research should be conducted to determine whether similar
results will be found at other cyber university settings.
2.
Studies need to be conducted on a variety of learner motivation variables
such as academic self-efficacy, the ability of self-directed learning and
learner self-regulation.
3.
Ongoing research will be included affective presence components that the
learners experience in cyber education .
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30. 30

31. Young Ju Joo (youngju@ewha.ac.kr)
Kyu Yeon Lim (klim@ajou.ac.kr)
Sun Hee Kim (loveangel29@hanmail.net)
Eugene Lim (jin7033@gmail.com)
Na Yeon Yoo (dolphishgirl@gmail.com)
Ewha Womans University, Korea
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