[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-582266-105":59,"doc-detail-582266-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","teaching-presence-and-academic-achievement-the-mediating-roles-of-social-and-cognitive-presences","TEACHING PRESENCE AND ACADEMIC ACHIEVEMENT: THE MEDIATING ROLES OF SOCIAL AND COGNITIVE PRESENCES","","This study examines how teaching presence relates to academic achievement through the mediating roles of social presence and cognitive presence within the Community of Inquiry framework. A sample of 248 preservice teachers completed a Community of Inquiry Survey measuring their self-reported presences. Academic achievement was operationalized using grades in a Research Methods in Education course. Serial multiple mediator analysis indicates teaching presence predicts achievement directly and indirectly via social and cognitive presences, while highlighting how fostering cognitive presence can mitigate social presence’s potential negative effects.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-presence-and-academic-achievement-the-mediating-roles-of-social-and-cognitive-presences/582266/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-presence-and-academic-achievement-the-mediating-roles-of-social-and-cognitive-presences/582266.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study explores relationships between teaching presence, social presence, cognitive presence, and academic achievement, focusing on how social and cognitive presences mediate the link between teaching presence and achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teaching, social, and cognitive presences measured?",{"text":117,"@type":113},"Preservice teachers’ perceptions were measured using the Community of Inquiry Survey, capturing self-reported teaching presence, social presence, and cognitive presence.",{"name":119,"@type":110,"acceptedAnswer":120},"How was academic achievement determined?",{"text":121,"@type":113},"Academic achievement was based on participants’ grades in the Research Methods in Education course.",{"name":123,"@type":110,"acceptedAnswer":124},"What do the results indicate about teaching presence and achievement?",{"text":125,"@type":113},"Teaching presence positively predicts academic achievement both directly and indirectly through social presence and cognitive presence, and enhancing teaching presence may also strengthen social and cognitive presences.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},582266,1792190687,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Turkish Online Journal of Distance Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 1  \nTEACHING PRESENCE AND ACADEMIC ACHIEVEMENT: THE MEDIATING ROLES OF SOCIAL AND COGNITIVE PRESENCES  \nDr. Ozge Ceren CELIK  \nORCID: 0000-0003-3280-0654 Gazi Faculty of Education Gazi University  \nAnkara, TURKIYE  \nReceived: 05/01/2025 Accepted: 07/05/2025  \nABSTRACT  \nThe purpose of this study was to explore the relations between teaching presence, social presence, cognitive presence and academic achievement based on a model testing the mediating role of social and cognitive presence between teaching presence and achievement. The study group of the study was composed of 248 preservice teachers, chosen based on the convenience sampling method. The Community of Inquiry Survey was used to determine pre-service self-reported perceptions on teaching presence, social presence and cognitive presence while pre-service teachers’ grades in the Research Methods in Education course was accepted as the academic achievement scores. Analysis based on the serial multiple mediator model showed that teaching presence not only directly and positively predicted academic achievement, but it also had an indirect and positive impact on academic achievement through social presence and cognitive presence. Results suggest that enhancing teaching presence improve academic achievement while it also serves to improve social and cognitive presences. The potential negative influence of social presence on academic achievement could also be avoided if instructors can use social presence as an vehicle to enhance cognitive presence. Further studies could also be performed with different study groups and courses based on data collection tools that particularly examine students’ actual learning performance within the framework of Community of Inquiry.  \nKeywords: Community of inquiry, teaching presence, social presence, cognitive presence, academic achievement.  \nINTRODUCTION  \nWith technological developments, online learning environments have become widespread in different fields, offering lifelong learning opportunities for all (Turgut & Civelek Kutay, 2023) . Due to the COVID-19 pandemic, online learning has also become an evident trend in education as the world witnessed an emergent shift to online learning environments (Kim & Gurvitch, 2020; Mutezo & Mare, 2023) . It appears inevitable that online learning will persist as a crucial factor across all domains of education (Shea, Richardson, & Swan., 2022). Within this framework, substantial inquiries arise regarding the efficacy of online instruction, emphasizing the criticality of effectiveness and efficiency in educational outcomes (Kozan & Richardson, 2014) . An important theoretical framework to enhance the effective practice of online learning by understanding and designing online learning experiences is the Community of Inquiry framework (Arbaughet al., 2008; Garrison, 2009; Guo, Saab, Wu, & Admiraal, 2021) .  \nThe Community of Inquiry (CoI) is a theoretical framework designed to organize the learning process inan online environment (Stenbom, 2018) . Conceptualized by Garrison, Anderson and Archer (2000), the CoI model posits that the primary stakeholders in the educational process are teachers and students. This framework suggests that learning transpires through the interplay of cognitive presence, social presence, and teaching presence, which are regarded as the fundamental components (Garrison et al., 2000) . These three key components of learning are deemed contributors to the most effective design of the educational experience (Kim & Gurvitch, 2020). In other words, effective learning is built upon the suitable balance and integration of all three presences (Garrison, 2003) .  \nCognitive presence (CP) is regarded as the most essential component for achievement in higher education, and it refers to the degree to which individuals within a community of inquiry can construct meaning through c","cbCaiglYmPSMaoJL","https://ap.wps.com/l/cbCaiglYmPSMaoJL","pdf",179430,11,"English","# Abstract\n# Introduction\n## Community of Inquiry framework\n## Cognitive, social, and teaching presences","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study explores relationships between teaching presence, social presence, cognitive presence, and academic achievement, focusing on how social and cognitive presences mediate the link between teaching presence and achievement.\"},{\"question\":\"How were teaching, social, and cognitive presences measured?\",\"answer\":\"Preservice teachers’ perceptions were measured using the Community of Inquiry Survey, capturing self-reported teaching presence, social presence, and cognitive presence.\"},{\"question\":\"How was academic achievement determined?\",\"answer\":\"Academic achievement was based on participants’ grades in the Research Methods in Education course.\"},{\"question\":\"What do the results indicate about teaching presence and achievement?\",\"answer\":\"Teaching presence positively predicts academic achievement both directly and indirectly through social presence and cognitive presence, and enhancing teaching presence may also strengthen social and cognitive presences.\"}]","TEACHING PRESENCE AND ACADEMIC ACHIEVEMENT: THE MEDIATING ROLES OF SOCIAL AND COGNITIVE PRESENCES | PDF",1792042923,28]