An Exploration of Types of Online Group Presence Using Connectivism Theory

Ahmad Khudzairi Khalid, Zahari Abu Bakar, Siti Nurul’Ain Hj Zaiton, Zarith Sofiah Othman, Azmirul Ashaari and Dwi Asri Siti Ambarwati
Additional contact information
Ahmad Khudzairi Khalid: Faculty of Computer Science and Mathematics, Universiti Teknologi MARA Cawangan Johor Kampus Pasir Gudang, 81750 Masai Johor, Malaysia
Zahari Abu Bakar: Faculty of Electrical Engineering, Universiti Teknologi MARA Cawangan Johor Kampus Pasir Gudang, 81750 Masai Johor, Malaysia
Siti Nurul’Ain Hj Zaiton: Faculty of Applied Sciences, Universiti Teknologi MARA Cawangan Johor Kampus Pasir Gudang, 81750 Masai Johor, Malaysia
Zarith Sofiah Othman: Centre for Foundation Studies, Universiti Teknologi MARA Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia
Azmirul Ashaari: Faculty of Management, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia
Dwi Asri Siti Ambarwati: Department of Management, University of Lampung, Jln. Prof. Soemantri Brojonegoro no. 1, rajabasa, Bandar Lampung, lampung, Indonesia, 35145

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 8, 7328-7341

Abstract: This research investigates the autonomy, connectedness, diversity, and openness of online group work in the context of Connectivism, a networked learning theory focused on digital environments. A quantitative survey of 286 Malaysian and Indonesian university learners was carried out with a 23-item Likert-scale questionnaire adapted from Aderibigbe (2021) covering teaching presence (diversity/openness), cognitive presence (autonomy), and social presence (connectedness). Results indicated strong perceptions of teaching presence (highest mean = 4.4) for its clarity and direction, whereas autonomy was variable (mean = 3.0–4.0), with difficulty in initiating discussion. Connectedness (mean = 2.8–3.9) indicated good collaboration but low emotional awareness. Moderate correlations (r = 0.39–0.44) among all constructs highlighted their interdependence, which supports Connectivism's principles. The research recommends pedagogical strategies to support autonomy, facilitate emotional engagement, and capitalize on teaching presence for inclusive online collaboration, contributing to the ongoing discussion on digital learning frameworks.

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-8/7328-7341.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... connectivism-theory/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-8:p:7328-7341

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().