Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
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CP plays a central role in relation to learner engagement in asynchronous online courses.
“Similarly to previous research, our study confirmed the central role of CP in relation to learner engagement in asynchronous online courses (Kucuk & Richardson, 2019 ; Law et al., 2019 ; Yulian et al., 2025 ).”
From Exploring Relationships Between Undergraduate Students’ Perceived Community of Inquiry, Engagement, and Shared Metacognition in Asynchronous Online Courses (2026) · cites this paper as Law et al., 2019
Cites
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581 · see citing works
Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
Garrison, D. R., Anderson, T., & Archer, W. (1999) · The Internet and Higher Education · doi:10.1016/s1096-7516(00)00016-6 · Cited by 6,619 · see citing works
ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT
Anderson, T., Rourke, L., Garrison, R., & Archer, W. (2001) · Online Learning · doi:10.24059/olj.v5i2.1875 · Cited by 1,885 · see citing works
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Evaluating the effectiveness of blended learning using the <scp>ARCS</scp> model
Ma, L., & Lee, C. S. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12579 · Cited by 132 · see citing works
Huang, C., Han, Z., Li, M., Wang, X., & Zhao, W. (2021) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6749 · Cited by 111 · see citing works
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., & Niu, G. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104167 · Cited by 30 · see citing works
Kim, H., Chae, Y., Kim, S., & Im, C.-H. (2023) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2022.3200394 · Cited by 17 · see citing works
Olesova, L., Sadaf, A., & Yan, W. (2026) · Technology, Knowledge and Learning · doi:10.1007/s10758-026-09953-y · Cited by 4 · see citing works
- Authors
- Law, K. M. Y., Geng, S., & Li, T.
- Affiliations
- Deakin University (AU)
- Shenzhen University (CN)
- Corresponding author
- Geng, Shuang
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2019-07
- Volume
- 136
- Pages
- 1-12
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2922395587
- Cited by
- 426
- References
- 3
- Citations by year
- 2026: 10 · 2025: 41 · 2024: 71 · 2023: 95 · 2022: 94 · 2021: 63 · 2020: 39 · 2019: 13
- FWCI
- 140.98
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Locations
- Computers & Education (publishedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- blended learning, student enrollment, student motivation, learning performance, social presence, teaching presence, cognitive presence, mediating effect, university students, course design
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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