Examining Online Group Interactions Through the Lens of Social Cognitive Theory
Abstract
The expansion of online learning has made virtual group work integral to higher education, yet communication gaps, uneven participation, cognitive uncertainty, and limited instructional support continue to affect collaborative effectiveness. Grounded in Bandura’s Social Cognitive Theory, this study examined how environmental, personal, and behavioral factors interact to shape students’ online group experiences. Environmental factors were represented by teaching presence, personal factors by cognitive presence, and behavioral factors by social presence. A quantitative survey was conducted with a convenience sample of 286 university students from various faculties and levels. Data were collected using a 23-item, five-point Likert-scale questionnaire comprising eight items on teaching presence, seven on cognitive presence, and eight on social presence. The instrument demonstrated internal consistency, with a Cronbach’s alpha of .850. Descriptive findings showed that students perceived teaching presence positively, particularly when instructors provided clear examples, suitable materials, structured templates, and explanations. Although some students experienced confusion at the beginning of online discussions, cognitive engagement improved as they exchanged information, connected ideas, and applied new understanding. Social presence supported collaboration by enabling students to express opinions, share ideas, and participate confidently. Pearson correlation analysis revealed significant moderate positive relationships between environmental and personal factors (r = .408, p < .001), personal and behavioral factors (r = .394, p < .001), and behavioral and environmental factors (r = .438, p < .001). These findings support Social Cognitive Theory’s reciprocal determinism and highlight the importance of structured guidance, scaffolded activities, peer feedback, and psychologically supportive environments in strengthening online collaborative learning.