Exploring Adaptation of Schemas in Japanese Language Learning’s Online Presence

The increasing reliance on online education has transformed the learning experience, requiring students to adapt their learning practices in online contexts. Using Piaget’s adaptation theory and the Community of Inquiry framework, the study investigates how teaching, social, and cognitive presence affect learning efficiency. This study used a quantitative methodology, collecting data from 226 respondents using 5 Likert-scale surveys and is rooted from Piaget (1985) and Garrison et al., (2007). The survey was answered by undergraduates from Malaysia public universities who are learning Japanese as foreign language. There are four sections: demographic profile with two items and 34 items on teaching presence, social presence and cognitive presence. The findings show that teaching, social, and cognitive presence have a significant effect on student engagement and learning outcomes. Educators should enhance students’ achievement and satisfaction through providing structured guidance and interactive strategies online