Enhancing learning effectiveness in livestream teaching: Investigating the impact of teaching, social, and cognitive presences through a community of inquiry lens

Xiangping Cui; Jiangming Qian; Soheila Garshasbi; Susan Zhang; Geng Sun; Juan Wang; Jun Shen; Lin Yue; Yewen Lyu; Xiangping Cui; Jiangming Qian; Soheila Garshasbi; Susan Zhang; Geng Sun; Juan Wang; Jun Shen; Lin Yue; Yewen Lyu

doi:10.3934/steme.2024006

STEM Education

2024, Volume 4, Issue 2: 82-105. doi: 10.3934/steme.2024006

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Research article

Enhancing learning effectiveness in livestream teaching: Investigating the impact of teaching, social, and cognitive presences through a community of inquiry lens

Xiangping Cui ^{1
,},
Jiangming Qian ^{1
,},
Soheila Garshasbi ^{2
,},
Susan Zhang ^{2
,
,},
Geng Sun ^{3,4
,},
Juan Wang ^{5
,},
Jun Shen ²,
Lin Yue ^{6
,},
Yewen Lyu ^{7
,}

1.
Institute of Higher Education, Lanzhou University, Lanzhou, Gansu, 730000, China; cuixp@lzu.edu.cn, qianjm21@lzu.edu.cn
2.
Department of Computer and Information Technology, University of Wollongong, Wollongong, 2522, Australia; sg908@uowmail.edu.au, xiaochen@uow.edu.au, jshen@uow.edu.au
3.
School of Computer Engineering, Chongqing College of Humanities, Science and Technology, Chongqing, 401524, China
4.
Vermilion Cloud, Sydney, 2000, Australia; gsun@vermilioncloud.com.au
5.
School of Smart Education, Jiangsu Normal University, Xuzhou, Jiangsu, 221116, China; wangjuan@jsnu.edu.cn
6.
Department of Actuarial Studies and Business Analytics, Macquarie University, 2019, Australia; lin.yue@mq.edu.au
7.
Faculty of Arts, The University of Melbourne, Parkville, VIC, 3052, Australia; yewenl@student.unimelb.edu.au

Academic Editor: Chris Tisdell

Received: 08 January 2024 Revised: 03 February 2024 Accepted: 05 February 2024 Published: 19 February 2024

Presence can promote online learners' learning effectiveness in higher education, but in livestream teaching, the influential relationship between different types of presence and learning effectiveness is unclear. Therefore, based on the Community of Inquiry (CoI) Framework, we used structural equation, hierarchical regression, and the Bootstrap self-serving method to conduct a survey on college students participating in livestream teaching practice. The research findings revealed that livestream teaching substantially impacts learning effectiveness, with teaching presence, social presence, and cognitive presence all playing crucial roles. Notably, teaching presence has a significant positive influence on learning effectiveness through two key mediating factors: Social presence and cognitive presence. Consequently, three distinct mediating paths are identified. Among these three mediating paths, the most optimal route for teaching presence to enhance learning effectiveness is mediating cognitive presence. In conclusion, we recommend improving the livestream teaching environment, guiding learners toward active participation to promote a sense of embodiment, and elaborately designing livestream learning activities to improve interactivity. Finally, this paper offers evidence and insights for the improvement of livestream teaching in colleges, which will enhance learners' overall learning effectiveness.
- livestream teaching,
- teaching presence,
- social presence,
- cognitive presence,
- Community of Inquiry Framework (CoI),
- learning effectiveness
Citation: Xiangping Cui, Jiangming Qian, Soheila Garshasbi, Susan Zhang, Geng Sun, Juan Wang, Jun Shen, Lin Yue, Yewen Lyu. Enhancing learning effectiveness in livestream teaching: Investigating the impact of teaching, social, and cognitive presences through a community of inquiry lens[J]. STEM Education, 2024, 4(2): 82-105. doi: 10.3934/steme.2024006

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Abstract

Presence can promote online learners' learning effectiveness in higher education, but in livestream teaching, the influential relationship between different types of presence and learning effectiveness is unclear. Therefore, based on the Community of Inquiry (CoI) Framework, we used structural equation, hierarchical regression, and the Bootstrap self-serving method to conduct a survey on college students participating in livestream teaching practice. The research findings revealed that livestream teaching substantially impacts learning effectiveness, with teaching presence, social presence, and cognitive presence all playing crucial roles. Notably, teaching presence has a significant positive influence on learning effectiveness through two key mediating factors: Social presence and cognitive presence. Consequently, three distinct mediating paths are identified. Among these three mediating paths, the most optimal route for teaching presence to enhance learning effectiveness is mediating cognitive presence. In conclusion, we recommend improving the livestream teaching environment, guiding learners toward active participation to promote a sense of embodiment, and elaborately designing livestream learning activities to improve interactivity. Finally, this paper offers evidence and insights for the improvement of livestream teaching in colleges, which will enhance learners' overall learning effectiveness.

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Author's biography Prof. Xiangping Cui, Lanzhou, China, Doctoral degree in educational technology, Northwest Normal University, Lanzhou, China, 2014. Research field: Online education and Smart education. She was a visiting scholar at the Ohio State University (2019). She is now a Professor at the Institute of Higher Education of Lanzhou University in Lanzhou, China. In recent years, she has published more than 40 papers and 6 textbooks and monographs. Now her main research interest is online education and smart education. Dr. Cui has won the Google Teaching Award in 2020 and won the Silver Award of "MOOC China Cup" quality online education course Teaching Organization in 2019.She can be contacted at email:cuixp@lzu.edu.cn; Mr Jiangming Qian is s a master's student at Institute of Higher Education of Lanzhou University in Lanzhou, China. He is specializing in online education. He's the author of the article "The Influence of Blockly Visual Programming on College Students' Innovative Ability" (Journal of Open Learning, 2023). He can be contacted at email: qianjm21@lzu.edu.cn; Soheila Garshasbi, a committed PhD candidate at the University of Wollongong's School of Computing and Information Technology, is acknowledged for her meaningful contributions to educational technology research, particularly in the STEM domain. With a background in TEFL (Teaching English as a Foreign Language) and a decade of experience as an ESL/EFL lecturer, her expertise spans education technology, problem-solving, academic self-concept, and cultivating a teamwork attitude in STEM education and language learning. Leveraging cutting-edge metaheuristic AI/ML-enabled modelling and optimization algorithms, Garshasbi's research aims to enhance collaborative language learning by improving group dynamics within STEM contexts. She can be contacted at email: sg908@uowmail.edu.au; Ms Susan Zhang is a final year Ph.D. student in Information Technology at UOW with a laser focus on Educational Key Opinion Leader at the intersection of E-learning Technology and Pedagogy Transformation. She holds dual Bachelor's degrees in Computer Science and Software Engineering from Zhengzhou University, China and the University of Wollongong(UOW), Australia, and a Master of Information Communication Technology majoring in Enterprise Networking. Previously, Ms Zhang's career has taken her to dizzying heights in Australia, China and the United Kingdom, where she has worked at Google, ByteDance (TikTok) and Amazon. Ms Zhang is a published author, a dynamic inspirational speaker at TEDx, IEEE and many other top industries conferences. Her curiosity, passion and strong belief in Educational change drove her pivot from Tech Industry to Academic educational research, with the hope and goal to make a contribution in this area. She can be contacted at email: xiaochen@uow.edu.au; Dr. Geng Sun is an adjunct professor at the School of Engineering, Chongqing College of Humanities, Science and Technology, China and the director of Vermilion Cloud, Australia. He obtained his PhD degree from the School of Computing and Information Technology, University of Wollongong, Australia in 2018 with Examiners' commendation for outstanding thesis. His current research interests and focus are education in the Web3 era, AI in education, intelligent tutoring systems, and computational intelligence in adaptive learning. He has published more than 50 papers in leading journals and conferences, with attracting more than 600 citations. He can be contacted at email: gsun@vermilioncloud.com.au; Juan Wang, Xuzhou, China, Doctoral degree in educational technology, Northwest Normal University, Lanzhou, China, 2013. Research field: Smart Education, Blended Learning, STEAM Education, and Education Big Data. She was a visiting scholar at Missouri University (2013) and Hong Kong University (2014). She is a professor at the School of Smart Education at Jiangsu Normal University, Xuzhou, China. In recent years, She has published over 70 papers in authoritative professional journals, led 19 national and provincial projects, and published 5 academic works, and received multiple honours. She can be contacted at email: wangjuan@jsnu.edu.cn; Prof. Jun Shen is an active researcher in multi-disciplines where computational intelligence, cloud, IoT, and learning technologies are applied to solving real-life problems. Jun Shen was awarded a Ph.D. in 2001 at Southeast University, China. He held positions at Swinburne University of Technology and the University of South Australia before 2006. Currently, he is an Associate Professor in the School of Computing and Information Technology at UOW, NSW, Australia. He is a senior member of IEEE, ACM and ACS and has been engaged in many funded projects (supported by ARC/CRC, NSFC, UGPN, etc). He published more than 250 papers in journals and conferences in CS/IT areas. He has been Editor, PC Chair, Guest Editor, and PC Member for numerous journals and conferences published by IEEE, ACM, Elsevier, and Springer. He can be contacted at email: jshen@uow.edu.au; Dr. Lin Yue is currently the Course Director of Master of Business Analytics and Lecturer in the Department of Actuarial Studies and Business Analytics at Macquarie Business School. She holds a PhD in Information Systems from UNSW, a Master's degree in Computer Science from Trinity College Dublin and a Bachelor's degree in Computer Science (Honours) with First Class Honours. Lin has published several papers on digital enablement, digital innovations and business analytics applications in leading information systems (IS) journals and conferences. Lin is also the associate editor of several ABDC A* journals. She also has a strong background in financial trading as a financial trader. Combining her robust analytical prowess and effective leadership skills, with a background in computer science and business analytics, enables her to collaborate seamlessly across various disciplines and attain high levels of research success with a focus on practical applications. She can be contacted at email: lin.yue@mq.edu.au; Yewen Lyu obtained Master's degree in Arts and Cultural Management at the University of Melbourne. She is specialized in cultural industries. Her research is centered around key aspects such as arts education, arts marketing, cultural dynamics, and the art market economy. She can be contacted at email: yewenl@student.unimelb.edu.au

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