Mediating Role of Social Presence towards Teaching Presence and Cognitive Presence of Management Study Program

Abstract

The aim of this research is to examine the effect of Teaching Presence on Cognitive Presence with Social Presence as a mediating variable in online learning during the Covid-19 pandemic. The research respondents are 266 students in the 2020 class of a management study program in a private university in Surabaya. Hypothesis testing is conducted using Mediation Regression Analysis Technique. The results of this study are (1) Teaching Presence directly affects Cognitive Presence in students. Teaching methods will greatly impact and affect the student’s level of understanding of the material; (2) Teaching Presence directly affects Social Presence in students. A conducive atmosphere amongst students and between students and lecturers are very important and must be effective, such that there is mutual trust so that they can be open to each other, exchange ideas, and help each other. Through this process, the chances of students understanding the material will be greater; (3) Teaching Presence affects Cognitive Presence through Social Presence on students. The interaction amongst students and between lecturers and students have higher influence than the teaching method provided by the lecturer. This does not mean that teaching method is not important, but with effective interaction between students, it is able to encourage students' knowledge and skills. The implication of this research is that lecturers are obliged to prepare quality learning methods and facilitate students’ social interactions in the classroom. Lecturers must be able to build community in the classroom so that the discussion and question and answer process can run effectively