Abstract
This study investigated the existing levels of social presence, collaborative learning, student and faculty satisfaction, and academic performance and their relationships in the online distance learning (ODL) environment during the COVID-19 pandemic. Three hundred ninety-seven (397) students and 253 faculty members from eight tertiary institutions in the Philippines participated in the study. Respondent data were collected through online questionnaires and analyzed using descriptive and correlational statistics. The results reveal that the students gathered high levels of social presence (wx = 3.57, SD = 0.61), collaborative learning (wx = 3.97, SD = 0.55), and student satisfaction (wx = 3.56; SD = 0.67) in ODL. Consequently, moderate levels of academic performance (wx = 3.26, SD = 0.53) and faculty satisfaction (wx = 3.10, SD = 0.39) were perceived by the students and instructors, respectively. Based on their academic performance, male students expressed a higher level of positive views to learning outcomes compared to female students in the online platform (z = 2.91, p = 0.00). Furthermore, the study found that there were statistically significant relationships between social presence and collaborative learning (r = 0.56, p = <0.000001), collaborative learning and student satisfaction (r = 0.57, p = <0.000001), and social presence and student satisfaction (r = 0.70, p = 0.0000005). Moreover, student satisfaction and academic performance had a strong positive correlation (r=0.80, p = <0.000001). Lastly, faculty satisfaction did not have any significant relationship with student satisfaction (z = 9.23, p = <0.0001) and academic performance (z = 4.81, p = <0.0001).
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DISTANCE LEARNING, ONLINE EDUCATION, TERTIARY EDUCATION
