온라인 협동학습 환경에서 사회적 실재감, 집단자존감, 집단응집력 및 학업 성취 간의 구조적 관계 분석 = Analyzing the Structural Relationships among Social Presence, Collective Self-esteem, Group Cohesion, and Academic Achievement in Online Cooperative Learning Environments

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the structural relationships among learners’ perception of social presence, collective self-esteem, group cohesion, and academic achievement in online cooperative learning environments. For this purpose, this study examined responses of 193 undergraduate students enrolled in two universities. They participated in online cooperative learning activities for four weeks in courses on instruction and learning. First, the results indicated that learners with higher perception of social presence showed higher levels of group cohesion. Second, it was discovered that there were no significant effects of learners’ collective self-esteem on their group cohesion. Third, learners’ perception of group cohesion fully mediated the relationship between their perception of social presence and academic achievement. The overall findings suggest that teachers or instructional designers should develop teaching and instructional design strategies to facilitate learners’ group cohesion effectively by increasing their perception of social presence.

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