Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022 Dec;92(4):1651-1666.
doi: 10.1111/bjep.12531. Epub 2022 Jul 24.

Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory

Yamei Zhang  1   2 , Yuan Tian  1   2   3 , Liangshuang Yao  1   2 , Changying Duan  1   2 , Xiaojun Sun  1   2   3   4 , Gengfeng Niu  1   2   3   4
Affiliations

Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory

Yamei Zhang et al. Br J Educ Psychol. 2022 Dec.

Abstract

Background: Cyberloafing exists extensively in online learning and impairs learning, yet little is known about how course-related factors affect it. The community of inquiry framework maintains that learning is affected by teaching presence, according to which, we assume that teaching presence impacts cyberloafing, which is mediated by social presence, cognitive presence, and lack of attention, and moderated by normative influence.

Aims: This study examined the effect of teaching presence on cyberloafing and its underlying mechanisms - the mediating roles of social presence, cognitive presence and lack of attention, and the moderating roles of normative influence.

Sample: Participants were 814 university students who were taking video-centric asynchronous online courses.

Methods: Self-report instruments were adopted, and data were analysed using structural equation modelling.

Results: Teaching presence was negatively associated with cyberloafing. Social presence (positively), cognitive presence (negatively), and lack of attention (negatively) mediated the relation, respectively. Social presence, cognitive presence and lack of attention were also serial mediators of the association (i.e., teaching presence → social presence → cognitive presence → cyberloafing; teaching presence → cognitive presence → lack of attention → cyberloafing; teaching presence → social presence → cognitive presence → lack of attention → cyberloafing), and these sequential mediating effects were negative. Moreover, normative influence could aggravate the negative effect of cognitive presence on lack of attention, the positive effect of social presence on cyberloafing, and the positive effect of lack of attention on cyberloafing.

Conclusions: Theoretical and practical implications of the findings for learning and teaching are discussed.

Keywords: cognitive presence; cyberloafing; lack of attention; normative influence; social presence; teaching presence.

PubMed Disclaimer

Similar articles

See all similar articles

Cited by

References

REFERENCES

    1. Akers, R. L., Krohn, M. D., Lanza-Kaduce, L., & Radosevich, M. (1979). Social learning and deviant behavior: A specific test of a general theory. American Sociological Review, 44(4), 636-655. https://doi.org/10.2307/2094592
    1. Arabaci, I. (2017). Investigation faculty of education students' cyberloafing behaviors in terms of various variables. Turkish Online Journal of Educational Technology, 16(1), 72-82.
    1. Bhattacherjee, A. (2000). Acceptance of e-commerce services: The case of electronic brokerages. IEEE Transactions on System, Man, and Cybernetics - Part A: Systems and Humans, 30(4), 411-420. https://doi.org/10.1109/3468.852435
    1. Blaine, A. M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended advanced placement courses. Computers & Education, 132, 31-43. https://doi.org/10.1016/j.compedu.2019.01.004
    1. Burns, E. C., Martin, A. J., Collie, R. J., & Mainhard, T. (2021). Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science. Learning and Instruction, 75, 101498. https://doi.org/10.1016/j.learninstruc.2021.1014

LinkOut - more resources