Arab World English Journal (AWEJ) Special Issue on CALL Number 9. July 2023 Pp. 219-233
DOI: https://dx.doi.org/10.24093/awej/call9.15
Cognitive, Social, and Teaching Presences among Postgraduate Students on the Mobile
Instant Messaging Platform
Siti Norzaimalina Abd Majid
Centre for Modern Languages, Universiti Malaysia Pahang, Pahang, Malaysia;
Language Academy, Faculty of Social Sciences and Humanities,
Universiti Teknologi Malaysia, Johor, Malaysia.
Corresponding author: norzaimalina@ump.edu.my
Abdul Rahim Salam
Language Academy, Faculty of Social Sciences and Humanities,
UniversitiTeknologi Malaysia, Johor, Malaysia.
Received: 04/25/2023 Accepted: 07/06/3023 Published: 07/24/2023
Abstract:
This study examines the portrayal of cognitive, social, and teaching presence among postgraduate students using mobile instant messaging in a fully online learning environment. Understanding the portrayal of these presences can help researchers to gain insights into the specific dynamics of these presences and develop strategies to optimize the learning experience among postgraduate students. However, a lack of evidence on how cognitive, social, and teaching presence is portrayed in this platform makes it difficult to identify possible gaps where postgraduates may need more assistance. This study conducted a qualitative content analysis of 2074 messages from four groups on WhatsApp’s mobile instant messaging application. From the research, 68% of the messages demonstrated social presence, 25% teaching presence, and 7% indicated cognitive presence. The cognitive presence on WhatsApp was the least demonstrated, as students preferred rich mediums like video conferencing to engage in discussions that require higher-order thinking skills. Future research can consider analyzing how students show presences using multiple mediums and explore how cognitive, social, and teaching presences are dynamically interplayed in different mediums using a qualitative approach.
Keywords: cognitive presence, the community of inquiry, Mobile Instant Messaging platform, postgraduate
students, social presence, teaching presence
Cite as: Majid, S. N. A., & Salam, A, R. (2023). Cognitive, Social, and Teaching Presences among Postgraduate Students on the Mobile Instant Messaging Platform. Arab World English Journal (AWEJ) Special Issue on CALL (9) 219-233.
DOI: https://dx.doi.org/10.24093/awej/call9.15
References
Akyol, Z. et al. (2009). A Response to the Review of the Community of Inquiry Framework. International Journal of E-Learning & Distance Education, 23(2), 123–136. Retrieved from https://www.ijede.ca/index.php/jde/article/view/630
Akyol, Z., & Garrison, R. (2008). The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive and Teaching Presence. Online Learning, 12(3), 3-22. doi:10.24059/olj.v12i3.72
Alger, M., & Eyckmans, J. (2022). “I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19. System, 105(2022), 1-18. doi:10.1016/j.system.2021.102716
Ali, Z. (2022). Investigating the Intrinsic Motivation among Second Language Learners in Using Digital Learning Platforms during the Covid-19 Pandemic. Arab World English Journal (AWEJ), 2nd Special Issue on Covid-19 Challenges, 2(1), 437-452. doi:http://dx.doi.org/10.2139/ssrn.4037631
Anderson, Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Anderson, T., & Elloumi, F. (2008). Theory and Practice of Online Learning. Athabasca: Athabasca University.
Azmuddin, R. A., & Mohd Radzuan, N. R. (2020). Teaching and Learning Languages in Multimedia Environments in Higher Education. International Journal of Language Education and Applied Linguistics, 10(1), 1–4. https://doi.org/10.15282/ijleal.v10.4411
Çakiroğlu, U. (2019). Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements. Open Praxis, 11(3), 243-260. doi: 10.5944/OPENPRAXIS.11.3.968
Chen, B., DeNoyelles, A., Zydney, J., & Patton, K. (2017). Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions. Online Learning, 21(1), 165-188. doi:10.24059/olj.v21i1.816
Chen, Y. (2018). Cognitive Presence in Peer Facilitated Asynchronous Online Discussion: The Patterns and How To Facilitate, (Unpublished Doctoral dissertations). Syracuse University, NewYork, USA.
Cronjé, J. C., & van Zyl, I. (2022). WhatsApp as a tool for Building a Learning Community. The Electronic Journal of e-Learning, 20(3), 296-312.
Favotto, L., Michaelson, V., & Davison, C. (2017). Perceptions of the influence of computer-mediated communication on the health and well-being of early adolescents. International Journal of Qualitative Studies on Health and Well-Being, 12(1), 1-12. doi:10.1080/17482631.2017.1335575
Garrison, R. (2017). E-Learning in the 21st Century – A Community of Inquiry Framework for Research and Practice (3rd ed.). Routledge.
Garrison, R. (2022). Shared Metacognition in a Community of Inquiry. Online Learning, 26(1), 6-18.doi:10.24059/olj.v26i1.3023
Garrison, R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. doi:10.1080/08923640109527071
Garrison, R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1-2), 31-36. doi:10.1016/j.iheduc.2009.10.002
Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2-3), 147-166. Retrieved from https://www.learntechlib.org/p/15156
Gunawardena, C.N., & Zittle, F.J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26. doi:10.1080/08923649709526970
Hassan, R., Abd, S. K., Wahi, W., & Siran, F. H. (2018). The Use of Messaging Applications among University Students: A Case at Universiti Kebangsaan Malaysia. International Journal of Engineering & Technology, 7(3.20), 925-931.
Hayes, S., & Tucker, H. (2021). Using synchronous hybrid pedagogy to nurture a community of inquiry: Insights from a tourism Master’s program. Journal of Hospitality, Leisure, Sport & Tourism Education, 29(2021),1-6. doi:10.1016/j.jhlste.2021.100339
Kemp, S. (2021, February 11). Digital 2020: Global Digital Overview – DataReportal – global digital insights. Retrieved from https://datareportal.com/reports/digital-2020-global-digital-overview
Kilis, S. (2016). Investigation of Community of Inquiry Framework in regard to Self-Regulation, Metacognition, and Motivation, (Unpublished Doctoral dissertations). Middle East Technical University, Turkiye.
Klein, A. Z., Freitas Junior, J. C., Mattiello da Silva, J. V. V. M., & Barbosa, J. L. V. (2018). The Educational Affordances of Mobile Instant Messaging (MIM): Results of WhatsApp® Used in Higher Education. International Journal of Distance Education Technologies, 16(2), 51-64.
Lowenthal, P. R., & Dunlap, J. C. (2014). Problems Measuring Social Presence in a Community of Inquiry. E-Learning and Digital Media, 11(1), 19-30. doi:10.2304/elea.2014.11.1.19
Majid, S. N. A., & Salam, A. R. (2021). A Systematic Review of Augmented Reality Applications in Language Learning. International Journal of Emerging Technologies in Learning, 16(10), 18-34.https://doi.org/10.3991/ijet.v16i10.17273
Naghdipour, B., & Manca, S. (2023). Teaching presence in students’ WhatsApp groups: Affordances for language learning. E-Learning and Digital Media, 20(3), 282–299. https://doi.org/10.1177/20427530221107968
Nuuyoma,V.,Mhlope, N.J., & Chihururu, L. (2020). The Use of WhatsApp as An Educational Communication Tool in Higher Education: Experiences of Nursing Students in Kavango East, Namibia. The International Journal of Higher Education, 9(5), 105-114. doi: 10.5430/IJHE.V9N5P105
Qiao, Y., Tang, Y., &Hew, K. F. (2018). Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging. International Journal of Educational Technology and Learning, 2(1), 14-24. doi:10.20448/2003.21.14.24
Richardson, J., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88.
Robinson, L. et al. (2015). Evaluation of WhatsApp for Promoting Social Presence in a First-Year Undergraduate Radiography Problem-Based Learning Group. Journal of Medical Imaging and Radiation Sciences, 46(2015), 280-286.
Rourke, L., Anderson, T., Garrison, R., & Archer, W. (1999). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education, 14(2), 50-71.
Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019. Computers and Education Open.2(2021), 1-10. doi: 10.1016/J.CAEO.2021.100050
Sezgin, S. (2021). Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style.Participatory Educational Research.8(1), 344-361. doi: 10.17275/PER.21.20.8.1
Sivabalan, K., & Ali, Z. (2019). Mobile Instant Messaging as Collaborative Tool for Language Learning. International Journal of Language Education and Applied Linguistics, 9(1), 99–109. https://doi.org/10.15282/ijleal.v9.297
Stewart, W. H., & Lowenthal, P. R. (2022). Distance education under duress: A case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education, 54(1), 273-287. doi:10.1080/15391523.2021.1891996
Sun, S., Smith, M., & Cowley, P. (2017). Enhancing International Students’ Engagement via Social Media – A Case Study of WeChat and Chinese Students at a UK University. In INTED2017 Proceedings (pp. 7047-7057). International Association for Technology, Education and Development (IATED). https://doi.org/10.21125/inted.2017.1633
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115-136.
Swan, K. (2021). The Community of Inquiry Framework, Online and Blended Learning, and the i2Flex Classroom Model. In M. D. Avgerinou & P. Pelonis (Eds.), Handbook of Research on K-12 Blended and Virtual Learning Through the i2Flex Classroom Model (pp. 1–17). IGI Global. https://doi.org/10.4018/978-1-7998-7760-8.ch001
Tang, Y., & Hew, K. F. (2017). Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances. Educational Research Review, 21(2017), 85-104. doi:https://doi.org/10.1016/j.edurev.2017.05.001
Tang, Y., Hew, K. F. (2020). Does Mobile Instant Messaging Facilitate Social Presence In Online Communication? a Two-stage Study Of Higher Education Students. International Journal of Educational Technology in Higher Education, 17(2020), 1-17. https://doi.org/10.1186/s41239-020-00188-0
Tolu, A. T. (2010). An Exploration of Synchronous Communication in an Online Preservice ESOL Course: Community of Inquiry Perspective, (Unpublished Doctoral dissertations). University of South Florida, USA. Retrieved from http://scholarcommons.usf.edu/etd/3707
Tu, C.-H. (2000). Online learning migration: From social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23(1), 27-37. doi:10.1006/jnca.1999.0099
Turp, M. (2020). Social media, interpersonal relations, and the objective attitude. Ethics and Information Technology, 22(3), 269-279. doi: 10.1007/S10676-020-09538-Y
Vaughn, N. D., Cleveland-Innes, M., & Garrison, R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Edmonton, AB: AU Press, Athabasca University.
Waddington, A.,& Porter, S. (2021). Developing social presence in online learning among nurses: Exploration of the community of inquiry models domain of social using a qualitative descriptive design.Nurse Education in Practice, 52 (March 2021), 1-6 doi: 10.1016/J.NEPR.2021.103000
Wang, Y., Fang, W.-C., Han, J., & Chen, N.-S. (2016). Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange. Australasian Journal of Educational Technology, 32(4). https://doi.org/10.14742/ajet.2640
Whiteside, A. L., Dikkers, A. G., Swan, K., & Gunawardena, C. N. (2017). Social Presence in Online Learning: Multiple Perspectives on Practice and Research: Stylus Publishing, LLC.
Yusoff, S. A. M., Kadar, R., Mohamad, W. A. W., Mydin, A., & Abdullah, M. H. (2021). The Impact of WhatsApp as an Instructional Tool for Online Distance Teaching and Learning (ODL). International Journal of Academic Research in Progressive Education and Development, 10(2), 585–595.
Zhang, Y., & Wildemuth, B. M. (2009). Qualitative Analysis of Content. In B. M. Wildemuth (Ed.), Applications of social research methods to questions in information and library science (1st ed., pp. 308-319). Westport, Conn.: Libraries Unlimited.