A large-scale SEM study of the presence, process and achievement model for online learning in higher education

This study develops and tests an integrated model of how instructional context – teaching presence and social presence – relates to students’ online learning processes and perceived academic achievement. Survey data from 2874 university students were analysed using split-sample EFA/CFA and structural equation modelling. Teaching and social presence were positively associated with students’ regulation of motivation, which in turn predicted regulation of cognition. Teaching and social presence, alongside regulation processes, also predicted collaborative interactions, and all three processes predicted perceived achievement. The model showed acceptable fit and all hypothesised paths were significant. Findings suggest that strengthening teaching and social presence can facilitate self-regulatory and collaborative processes that support students’ online learning.