Predicting students' perception of collaborative learning, social presence and their overall satisfaction in a blended learning environment: qualitative follow-up of a quantitative study at the University of Tehran

Ansarizadeh, Fahimeh; Keramati, Mohammad Reza

doi:10.48308/jcoc.2025.238427.1456

Predicting students' perception of collaborative learning, social presence and their overall satisfaction in a blended learning environment: qualitative follow-up of a quantitative study at the University of Tehran

Document Type : علمی - پژوهشی

Authors

Fahimeh Ansarizadeh ¹

Mohammad Reza keramati ²

¹ PhD graduate in educational management, Islamic Azad University, Qom, Iran

² Department of curriculum and instruction, University of Tehran

10.48308/jcoc.2025.238427.1456

Abstract

This mixed-method study aimed to investigate the role of collaborative learning as an instructional approach in enhancing social presence and increasing overall student satisfaction within a blended learning environment. Collaborative learning was defined as the process through which students engage in group activities to achieve shared goals; social presence was conceptualized as the perception of interaction, connection, and closeness in the online space; and overall satisfaction referred to students’ contentment with the course, the instructor, and the learning experience. The participants included 24 graduate students from the University of Tehran enrolled in instructional planning and teaching–learning courses delivered in a blended format, combining face-to-face and online sessions. As part of the course, students completed two group projects. Data collection involved standardized questionnaires and online qualitative interviews. Qualitative content analysis was conducted using Atlas.ti software. Regression analysis revealed that students’ perceptions of collaborative learning significantly predicted both their overall satisfaction with the course and their sense of social presence in the blended learning environment. Furthermore, qualitative findings highlighted the critical roles of communication media, course structure, and emotional support in shaping students’ perceptions of collaborative learning, fostering social presence, and enhancing overall satisfaction.

Keywords

Blended learning

collaborative learning

distance education

face-to-face education

higher education

Subjects