Online Forum Interactions and Knowledge Co-construction in Higher Education: A Quantitative Analysis of Moroccan Universities

Abstract

This study examines the dynamics of online pedagogical forums in Moroccan higher education, addressing a significant gap in research regarding the processes of knowledge construction and instructor facilitation in these virtual spaces. The research tested two hypotheses: (H1) that instructors primarily conceptualize and implement forums as tools for collaborative knowledge construction rather than information dissemination, and (H2) that the depth and quality of knowledge co-construction positively correlates with social presence. Through an integrated theoretical framework combining social constructivism, the Community of Inquiry model, and Transactional Distance Theory, the study employed a quantitative approach, collecting data from 327 instructors across six major Moroccan universities through a bilingual web-based survey. Exploratory factor analysis identified four primary factors explaining 60.50% of the variance: Perceived Benefits of Online Interactions, Social Presence and Student Engagement, Instructional Strategies and Facilitation, and Challenges in Online Learning. The findings provided substantial support for both hypotheses, with 83.2% of instructors endorsing forums' role in collaborative knowledge construction and a strong positive correlation between perceived benefits and social presence (r = .62, p < .01). Analysis of variance revealed significant experience-related differences in both perceived benefits [F(3, 323) = 4.32, p = .006] and instructional strategies [F(3, 323) = 3.58, p = .015], with more experienced instructors demonstrating higher scores. However, significant challenges emerged, including low rates of perceived trust (37.9%) and limited multimedia integration (24.5%). These findings have important implications for Moroccan higher education policy, particularly regarding professional development programs and technological infrastructure support. The study contributes to understanding how social presence and knowledge construction manifest in diverse educational contexts while highlighting specific areas requiring development in Moroccan institutions transitioning toward comprehensive digital education strategies.