吴祥恩等以“网络传播技术”课程为例，通过分析在线课程临场感的结构关系，

Wu Xiangen and others took the "Internet Communication Technology" course as an example, through analyzing the structural relationship of online course presence, and using empirical research methods, it was concluded that the presence of relevant factors has an important influence on the effect of online learning, among which cognitive presence has an effect on online learning It plays the most important role. Direct teaching, emotional expression, and knowledge sharing are the most important factors that affect the effect of online learning in teaching presence, social presence, and cognitive presence [7]. In the same year, Wu Xiangen divided the telepresence into teaching telepresence, social telepresence, emotional telepresence, learning telepresence and cognitive telepresence, and used the relationship between each other to combine mixed learning to construct an online telepresence TSCEL model. And conducted empirical research, the results show that online presence can improve the teaching effect of mixed learning by focusing on the learner's learning process, in which emotional existence can promote learners' self-regulation and effectively reduce learners' anxiety in the online learning process And loneliness

Wu Xiangn and so on to "network communication technology" course as an example, through the analysis of the online course on-site sense of the structural relationship, the use of empirical research methods to draw, the on-site sense of the relevant factors on the online learning effect has an important impact, in which the cognitive sense of the online learning effect plays the most important role, direct teaching, emotional expression, knowledge sharing is the teaching sense of presence, social presence sense, cognitive on-site sense of the most important factors in the effect of online learning. In the same year, Wu Xiangen divided the sense of presence into teaching sense, social presence, emotional presence, learning on-site and cognitive presence, and used the relationship between the roles of each other, combined with mixed learning, built a tSCEL model of online on-site sense, and empirical research, the results show that the online on-site feeling through focusing on the learning process of learners, improve the teaching effect of mixed learning, in which the emotional presence can promote the learner's self-adjustment and anxiety in the process of learning

Taking the course of "network communication technology" as an example, Wu Xiangen and others analyzed the structural relationship of the sense of presence in online courses, and adopted empirical research methods to draw the conclusion that the relevant factors of telepresence have an important impact on the effect of online learning, among which cognitive telepresence plays the most important role. Direct teaching, emotional expression and knowledge sharing are teaching presence and social presence And cognitive telepresence is the most important factor affecting the effect of online learning [7]. In the same year, Wu Xiangen divided telepresence into teaching presence, social presence, emotional presence, learning presence and cognitive telepresence. He constructed an online presence tscel model based on the interaction between them and blended learning. The results show that online presence improves the teaching of blended learning by focusing on learners' learning process Among them, emotional existence can promote learners' self-regulation and effectively reduce their anxiety and loneliness in the process of online learning<br>