The nature of mediated interaction and meaning of social and cognitive presence in current synchronous video-based learning environments

Abstract

The aim of this study is to understand the importance of mediated online interaction and social and cognitive presence in the learning process of university students, especially in synchronous video-based online learning environments. The student’s positive attitude and positive experience of interaction media are highlighted in the online interaction opportunities of synchronous video-based environments. The majority of students felt that interaction in synchronous video-based environments generally better supports the study process and social presence than interaction in traditional asynchronous environments. However, the importance of asynchronous text-based interaction is emphasised especially in the reflection of content requiring thinking and informational presence. Overall, the pleasantness of online interaction was a significant factor explaining both social and cognitive presence. Students perceived interaction to be most pleasant in synchronous video-based learning environments.