The Effects of Problem-Based Learning on Teaching, Social, and Cognitive Presence Among Adult Learners in Blended Learning Environments

Abstract

This study examined the effects of Problem-Based Learning (PBL) design elements on the formation of teaching, social, and cognitive presence—the three components of the Community of Inquiry (CoI) framework—among adult learners in Blended Learning (BL) environments. Data were collected from 140 adult learners enrolled in BL-PBL courses at G University and S University. Problem complexity, level of collaborative activity, and level of instructor support were entered as independent variables, while self-directed learning ability and technology readiness served as control variables in correlation and hierarchical multiple regression analyses. All three design elements were significantly and positively correlated with the three types of presence (r = .30–.50, p < .001). Due to high intercorrelations among the design elements, the standardized coefficient for problem complexity was relatively lower than those of collaborative activity and instructor support; this was interpreted not as a loss of effect but as a unique contribution after controlling for shared variance. Instructor support had the strongest influence on teaching and cognitive presence, while collaborative activity had the strongest influence on social presence, and these effects remained significant even after controlling for self-directed learning ability and technology readiness. By empirically demonstrating that the three design elements function as an integrated design system rather than independently, this study offers theoretical and practical implications for BL-PBL course design and related policy development.