This study investigated the effects of using a teaching model enriched with presence on learners' perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner's perceived presence and the researcher-made survey to measure learner's high-level learning outcomes. The results showed that the frequency of the produced semantic units in different types of presence (cognitive, social, and teaching presence) was significantly higher for students in the experimental condition than those in the control group condition. In addition, students in the experimental condition showed more progression in the posttest in terms of their high-level learning outcomes as compared to the students in the control group condition.

中文翻译：

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在在线学习环境中培养学习者的感知存在和高级学习成果

这项研究调查了使用在线状态丰富的教学模型对学习者的感知状态和高级学习成果的影响。这项研究是在伊朗国立大学进行的，该大学有52位电子IT管理专业的高等教育学生，他们随机分为实验组或对照组。研究工具包括衡量学习者感知到的状态的指标和由研究者进行的调查，以衡量学习者的高级学习成果。结果表明，在实验状态下，学生在不同状态（认知状态，社会状态和教学状态）下产生的语义单元的频率明显高于对照组。此外，