What is it about?
Cyberloafing exists extensively in online learning and impairs learning outcomes, yet little is known about how course-related factors affect it. Teaching presence is of critical importance for asynchronous online courses and may predict cyberloafing. This study examined the predicting 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.
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Why is it important?
Our findings show that teaching presence is negatively associated with cyberloafing; social presence, cognitive presence and lack of attention mediate this relation respectively and sequentially; normative influence aggravates some of these mediating effects. The findings contribute to a better understanding of how teaching presence impacts cyberloafing, providing practical implications for decreasing cyberloafing and thus improving online learning outcomes.
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This page is a summary of: Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory, British Journal of Educational Psychology, July 2022, Wiley,
DOI: 10.1111/bjep.12531.
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