Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education
This study explores the influence of perceived teacher immediacy, platform interactivity, social presence, and peer connectedness on collaborative learning engagement in digital environments. Grounded in social constructivist and media richness theories, the research aims to understand how interpers...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125005236 |
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| author | Arifin Maksum Arita Marini Endang M. Kurnianti Yinghuei Chen Desy Safitri Leola Dewiyani Musril Zahari Vera Julia Rezeqi Hardam Saputro Nindhita Priscillia Muharrani Asep Marfu |
| author_facet | Arifin Maksum Arita Marini Endang M. Kurnianti Yinghuei Chen Desy Safitri Leola Dewiyani Musril Zahari Vera Julia Rezeqi Hardam Saputro Nindhita Priscillia Muharrani Asep Marfu |
| author_sort | Arifin Maksum |
| collection | DOAJ |
| description | This study explores the influence of perceived teacher immediacy, platform interactivity, social presence, and peer connectedness on collaborative learning engagement in digital environments. Grounded in social constructivist and media richness theories, the research aims to understand how interpersonal and technological factors shape student participation in online collaborative learning. A quantitative survey methodology was employed, involving 300 primary students from various school. Data were analyzed using partial equation model-structural equation modeling (PLS-SEM) to test the proposed relationships among the variables. The results confirm that all hypothesized paths are statistically significant. Teacher immediacy and platform interactivity positively influence social presence and peer connectedness. Social presence and peer connectedness significantly predicts collaborative learning engagement and mediates the effects of teacher immediacy and platform interactivity on engagement. This study contributes to the growing body of literature on online learning by emphasizing the centrality of social dynamics in digital educational settings. The implications suggest that educators and platform designers should prioritize fostering interpersonal connection and emotional resonance to promote deeper collaborative engagement. Limitations include the cross-sectional nature of the data and reliance on self-reported measures, which may affect the generalizability of the results. Future research may benefit from longitudinal or experimental designs. The study's originality lies in its integrative approach to examining both instructional and technological elements within a cohesive framework, offering a nuanced understanding of what drives student collaboration in digital learning contexts. |
| format | Article |
| id | doaj-art-1e551f67b16b4c2aba181dbc6f79f8ba |
| institution | Matheson Library |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-1e551f67b16b4c2aba181dbc6f79f8ba2025-07-15T04:16:22ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-0112101795Social presence in digital classrooms: Fostering collaboration and peer interaction in primary educationArifin Maksum0Arita Marini1Endang M. Kurnianti2Yinghuei Chen3Desy Safitri4Leola Dewiyani5Musril Zahari6Vera Julia7Rezeqi Hardam Saputro8Nindhita Priscillia Muharrani9Asep Marfu10Universitas Negeri Jakarta, IndonesiaUniversitas Negeri Jakarta, Indonesia; Corresponding author.Universitas Negeri Jakarta, IndonesiaAsia University, TaiwanUniversitas Negeri Jakarta, IndonesiaUniversitas Muhammadiyah Jakarta, IndonesiaSekolah Tinggi Ilmu Ekonomi Indonesia Jakarta, IndonesiaUniversitas Indonesia, IndonesiaUniversitas Padjajaran, IndonesiaLondon School of Hygiene and Tropical Medicine, United KingdomUniversitas Negeri Jakarta, IndonesiaThis study explores the influence of perceived teacher immediacy, platform interactivity, social presence, and peer connectedness on collaborative learning engagement in digital environments. Grounded in social constructivist and media richness theories, the research aims to understand how interpersonal and technological factors shape student participation in online collaborative learning. A quantitative survey methodology was employed, involving 300 primary students from various school. Data were analyzed using partial equation model-structural equation modeling (PLS-SEM) to test the proposed relationships among the variables. The results confirm that all hypothesized paths are statistically significant. Teacher immediacy and platform interactivity positively influence social presence and peer connectedness. Social presence and peer connectedness significantly predicts collaborative learning engagement and mediates the effects of teacher immediacy and platform interactivity on engagement. This study contributes to the growing body of literature on online learning by emphasizing the centrality of social dynamics in digital educational settings. The implications suggest that educators and platform designers should prioritize fostering interpersonal connection and emotional resonance to promote deeper collaborative engagement. Limitations include the cross-sectional nature of the data and reliance on self-reported measures, which may affect the generalizability of the results. Future research may benefit from longitudinal or experimental designs. The study's originality lies in its integrative approach to examining both instructional and technological elements within a cohesive framework, offering a nuanced understanding of what drives student collaboration in digital learning contexts.http://www.sciencedirect.com/science/article/pii/S2590291125005236Perceived teacher immediacyPlatform interactivitySocial presencePeer connectednessCollaborative learning engagement |
| spellingShingle | Arifin Maksum Arita Marini Endang M. Kurnianti Yinghuei Chen Desy Safitri Leola Dewiyani Musril Zahari Vera Julia Rezeqi Hardam Saputro Nindhita Priscillia Muharrani Asep Marfu Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education Social Sciences and Humanities Open Perceived teacher immediacy Platform interactivity Social presence Peer connectedness Collaborative learning engagement |
| title | Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education |
| title_full | Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education |
| title_fullStr | Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education |
| title_full_unstemmed | Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education |
| title_short | Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education |
| title_sort | social presence in digital classrooms fostering collaboration and peer interaction in primary education |
| topic | Perceived teacher immediacy Platform interactivity Social presence Peer connectedness Collaborative learning engagement |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125005236 |
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