Teaching presence, social presence and digital literacy in predicting online learning experience in elementary students

This study explores the relations among digital literacy, teaching presence, social presence and their impact on perceived online learning within the context of elementary education. The study is grounded in two frameworks that explain online learning: Community of Inquiry (CoI) and digital literacy. Whereas the CoI framework identifies social contexts that may support and enhance online learning, the digital literacy framework focuses more on an individual's motivation while engaging with information online in a variety of social contexts. Drawing on these frameworks, the research investigates asynchronous and synchronous online learning experiences among 364 upper elementary students. The structural equation modelling (SEM) approach reveals a positive association between students' social presence and their perception of online learning, while no such association exists between critical digital reading engagement and perceived online learning. Additionally, the findings indicate that value plays a partial mediating role in the relation between teaching presence and social presence. Furthermore, self‐efficacy, value and attitudes emerge as full mediators in the association between teaching presence and critical digital reading engagement. Practitioner notes What is already known about this topic Social presence has a positive correlation with students' participation in online learning. Students' engagement in critical reading enhances their ability to process digital texts deeply and acquire more sophisticated information during online reading. Students' perceived teaching presence positively influences students' social presence in online learning. Students' perceived teaching presence is positively correlated with students' engagement in critical reading. What this paper adds The study utilizes both the Community of Inquiry (CoI) framework and the digital literacy framework to explore elementary students' online learning experiences. The findings indicate that students' value on digital communication partially mediates the relationship between teaching presence and social presence. The study reveals that motivational constructs of digital literacy mediate the relationship between teaching presence and engagement in critical digital literacy. Implications for practice and/or policy Students' values of digital literacy may contribute to fostering social presence in online learning. Elementary students' perceived social presence is a key factor in predicting their perceived success in online learning. Social presence should be an instructional target in online learning.