Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment

February 28, 2023  |  Vol.9, No.2  |  PP. 379-390  | PDF

AUTHORS:

Meera Park, Dept. Nursing, Changshin University, Korea

Jiwon Yoon, CHARIS College of Liberal Arts, Changshin University, Korea

Nam Joo Je, Dept. Nursing, Changshin University, Korea

KEYWORDS:

Learning Immersion, Learning Presence, Self-regulated Learning Ability, Teaching Presence

Abstract

The purpose of this study was to identify the degree of teaching presence, learning presence, self-regulated learning ability, learning immersion, and the relationship between these variables. It also determines the factors affecting the learning immersion in LMS classroom environment for college students. The data were collected through online questionnaires answered by 138 college students in G province on November 1 to November 7, 2022. These were analyzed using SPSS WIN/25.0. The questionnaire, also the research tool, is composed of 144 questions measuring general characteristics, teaching presence, learning presence, self-regulated learning ability, and learning immersion in smart LMS classroom environments. The general characteristics were measured by their frequency, mean, and standard deviation while the difference of variables was analyzed by t-test, one-way ANOVA, and scheffe's test. The correlation between variable was analyzed using Pearson's correlation coeffiect. Factors influencing learning immersion were obtained by stepwise regression. The factors most influencing the subject's learning immersion were self-regulated learning ability (β= .680, p< .001) and teaching presence (β= .200, p= .034). The explanatory power of the model was 49.6%. In order to improve learning immersion, an online environment that enables learners to recognize and practice the importance of self-regulated learning ability through continuous and active monitoring of instructors is required.

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Citations:

APA:
Park, M., Yoon, J., Je, N. J. (2023). Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment. Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, 9(2), 379-390. doi: 10.47116/apjcri.2023.02.31

MLA:
Park, Meera, et al. “Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment.” Asia-pacific Journal of Convergent Research Interchange, ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 9, no. 2, 2023, pp. 379-390. APJCRI, http://fucos.or.kr/journal/APJCRI/Articles/v9n2/31.html.

IEEE:
[1] M. Park, J. Yoon, N. J. Je, “Effects of Teaching Presence, Learning Presence, and Self-Regulated Learning Ability on Learning Immersion in LMS Classroom Environment.” Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, vol. 9, no. 2, pp. 379-390, February 2023.

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