The Impacts of Teaching Presence, Cognitive Presence and Social Presence on Student Engagement

Technology has undoubtedly enhanced the significance of convenience in learning, especially in tertiary educational institutions, as the dynamic integration between online and traditional learning is demonstrated. However, it is fair to debate whether this technology has also helped to enable the students to be more engaged in the classroom or whether the learning related factors are more prominent determinants. This descriptive research was a correlational study which was intended to examine relationship between elements of Community of Inquiry, comprised of teaching, learning and social presence and student engagement in UiTM Puncak Alam. The study has applied convenience sampling method, involving 378 respondents from 22,441 undergraduates of UiTM Puncak Alam. A self-administered questionnaire of three sections was used as instrument for this study to collect the students’ perspectives on how elements can influence their student engagement. A Pearson correlational and multiple regression analysis was conducted to ensure achievement of the research objectives. The results have found that social presence has the strongest relationship with student engagement, supporting a similar finding from the regression analysis. Regardless, it was also found that independent variables have explained 35.3% of the dependent variables, whereas the remaining 64.7% of student engagement can be explained by other variables that are not included in this study. Therefore, all three research objectives were achieved, and three hypotheses were supported. The researchers have then discussed and recommended further actions that can be taken by the authorities involved in ensuring that a quality education is accessible to all students in Malaysia.