Abstract

With the advancement and popularization of information and communication technologies (ICTs), Computer-Supported Collaborative Learning (CSCL) has emerged as an important pedagogical approach in higher education. To improve students' learning outcomes in CSCL practices, it is essential for educators to understand the factors that influence cognitive presence in the learning environment. This study investigated the relationships among teaching presence, digital skills, and cognitive presence, and the mediating effect of digital skills on the relationship between teaching presence and cognitive presence among undergraduate students in China. This study employed a quantitative research methodology, collecting data through online questionnaires and analyzing the data primarily using structural equation modeling (SEM). The research findings revealed that teaching presence positively influences both digital literacy and cognitive presence. Furthermore, digital skills positively affect cognitive presence. Additionally, digital skills play a partial mediating role between teaching presence and cognitive presence. The findings of this study provide higher education educators with a novel perspective for implementing more effective CSCL practices. Specifically, this study integrates three interrelated dimensions, including teaching presence, digital skills, and cognitive presence, and underscores digital skills as an important mediating factor that bridges teaching presence and cognitive presence.

Keywords

References

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