INVESTIGATING ONLINE LEARNING PRESENCE THROUGH CONNECTIVISM

Abstract

The adoption of online learning has grown significantly, particularly in the post-pandemic era. Initially driven by necessity, its flexibility and scalability have contributed to widespread acceptance, especially in higher academic institutions. This quantitative study examines online presence in learning from the perspective of Connectivism. A 34-item Likert-scale survey assessing teaching, social, and cognitive presence was conducted among 166 undergraduate students at a public university in Malaysia. The findings highlight significant correlations between autonomy, connectedness, diversity, and openness in online learning. These results emphasise the need to balance instructional strategies and foster social connections to enhance engagement, satisfaction, and academic performance.