Exploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates

Authors

  • Sandhya Maranna University of South Australia
  • Srecko Joksimovic University of South Australia
  • John Willison The University of Adelaide
  • Nayana Parange University of South Australia
  • Maurizio Costabile University of South Australia

DOI:

https://doi.org/10.24059/olj.v30i3.5136

Keywords:

Online learning, cognitive presence self-regulated learning, , learning transfer, medical sonography, allied health

Abstract

With the growing prevalence of online, flexible-delivery higher education programs, supporting students in developing higher-order thinking and the ability to apply theoretical knowledge in practical work situations poses a significant challenge for educators in health disciplines. This exploratory study aims to address the gap in empirical research on how higher-order thinking skills—cognitive presence, self-regulated learning, and learning transfer—interact to influence student learning in online environments. To investigate this, three survey instruments—measuring cognitive presence, self-regulated learning, and learning transfer—were combined into a single online survey questionnaire to evaluate their relationship. Participants are students from multiple courses in a medical sonography postgraduate program, with an online delivery. Their perspectives of their online learning environment are evaluated through quantitative and qualitative data. Responses from 89 out of 262 students (34% response rate) were analyzed using descriptive and inferential statistics and qualitative deductive analysis. Results suggest that students perceived stronger development in cognitive presence and learning transfer skills compared to self-regulated learning. Students perceived real-life case studies and presentations as the most relevant summative assessments for applying knowledge in the workplace. Qualitative data identified four themes related to the development of higher-order thinking skills that support learning transfer. Results show a statistically significant correlation between cognitive presence, self-regulated learning, and learning transfer. No significant differences were found across demographic groups in relation to the study variables, except for training hours per week. The key contribution of this study lies in offering an initial understanding of student perspectives on cognitive presence, self-regulated learning, and learning transfer in online environments. The limitations of this study point to areas requiring further research. 

Author Biographies

Sandhya Maranna, University of South Australia

Sandhya (Sandy) Maranna is a senior lecturer at the University of South Australia (UniSA), and a PhD candidate with a focus on learning transfer in online learning. She received the Fellowship of the Higher Education Academy (2018), the Australian Awards for University Teaching citation for outstanding contribution to student learning (2021) and the Online Learning Consortium’s Excellence and Innovation in Online learning, USA, towards supporting student learning in the online mode.

Srecko Joksimovic, University of South Australia

Associate Professor Srecko Joksimovic is a research fellow in Data Science in UniSA Education Futures. Srecko is particularly interested in evaluating the influence of contextual, social, cognitive, and affective factors on groups and individuals as they solve complex real-world problems. In so doing, he utilizes a wide range of methods from machine learning, artificial intelligence, and natural language processing, as well as data science and social computing in general.

John Willison, The University of Adelaide

Dr John Willison's principal research interest centres around the ways that school and tertiary teachers conceptualise how to engage students in learning. He leads an initiative based on the Models of Engaged Learning and Teaching (MELT). This initiative involves supervising school-based higher-degree research students on teaching routines and other strategies that develop primary and secondary student cognition, affect and metacognition in the AI era.

Nayana Parange, University of South Australia

Dr Nayana Parange is Professor of Medical Sonography and Professorial Lead in UniSA Allied Health and Human Performance. She is an ultrasound educator and researcher and passionate about teaching and learning. She currently leads the portfolio of Scholarship of Teaching and Learning (SoTL) in Allied Health and Human Performance.

Maurizio Costabile, University of South Australia

Associate Professor Maurizio Costabile leads the Scholarship of Teaching and Learning portfolio in UniSA Clinical and Health Sciences. He is an active teacher for Biochemistry and Immunology. He has a strong interest in educational research, with an emphasis on Storyline and Unity-based interactive simulations, mind mapping and 3D-printed objects as learning aids.

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2026-09-01

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Maranna, S., Joksimovic, S., Willison, J., Parange, N., & Costabile, M. (2026). Exploring the relation between cognitive presence, self-regulated learning, and learning transfer: Insights from medical sonography postgraduates . Online Learning, 30(3). https://doi.org/10.24059/olj.v30i3.5136

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Vol. 30 No. 3 (2026): Online Learning

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Section II

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Copyright (c) 2026 Sandhya Maranna, Srecko Joksimovic, John Willison, Nayana Parange, Maurizio Costabile

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