Acceso usuarios
China
This research employs the Community of Inquiry (CoI) theory to investigate the interactions among Social Presence (SP), Teaching Presence (TP), and Cognitive Presence (CP) in blended learning environments. The objective is to elucidate their causal and mediating effects and to offer guidance for the optimization of relevant strategies. A quantitative research design was implemented. A survey was conducted among vocational college students, resulting in 517 valid questionnaires. Subsequently, a Structural Equation Model (SEM) was utilized to analyze the relationships among the variables. The research findings indicate that TP has a direct positive impact on SP, and SP exerts a positive influence on CP. Moreover, SP partially mediates the relationship between TP and CP, thereby uncovering dynamic interaction paths. However, this study has certain limitations. The sample is restricted to vocational students, which limits the generalizability of the results. Additionally, other potential influencing factors were not taken into account. The implications of this research suggest that educators should enhance TP through the design of instructional guidance and improve SP by creating interactive learning atmospheres to promote CP. This study enriches the application of the CoI theory in vocational education, clarifies the empirical causal relationships, and provides targeted strategies for enhancing the quality of blended learning.
