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Journal of Mental Health Disorders

ISSN: 2770-761X

Commentary Open Access

Inclusive Online Collaborative Learning Environments: Implications for Teaching, Social, and Cognitive Presence

Hans Rüdiger Kaufmann1,2,*, Henning Tirrel3, Dolores Sanchez Bengoa1
  • 1University of Applied Management Studies Mannheim, Oscar-Meixner-Str. 4-6, 68163 Mannheim, Germany
  • 2University of Nicosia, School of Business, 46 Makedonitissas Avenue, CY- 2417 Nicosia, Cyprus
  • 3Faculty of Business, Ostfalia University of Applied Sciences, Wolfsburg, Germany
+ Affiliations - Affiliations

Corresponding Author

Hans Rüdiger Kaufmann, hans-ruediger.kaufmann@hdwm.org

Received Date: November 10, 2025

Accepted Date: January 21, 2026

Citation:

Kaufmann HR, Tirrel H, Bengoa DS. Inclusive Online Collaborative Learning Environments: Implications for Teaching, Social, and Cognitive Presence. J Ment Health Disord. 2026;6(1):1–8.


Copyright: © 2026 Kaufmann HR, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

The rapid pivot to online learning during the COVID-19 pandemic has permanently transformed education, elevating e-learning to a global mainstream modality while exposing new opportunities and challenges. This paper summarizes the study from Kaufmann et al. (2022), and examines professional education in the context of the Erasmus+ Ka226 Project, focusing on the interplay between instructional, technological, and mental health paradigms that underpin inclusive online collaborative learning. The paper focuses on three foundational pillars: teaching presence, social presence, and cognitive presence. Effective teaching presence necessitates both instructors and students to develop digital and communication competencies, fostering student autonomy and readiness for technology-linked work environments. Social presence is explored through the lens of collaborative learning theory and cultural diversity, highlighting the need for adaptive communication strategies and community building in virtual settings. Cognitive presence is addressed through innovative instructional strategies and the increasing relevance of AI and learning analytics to personalize learning, accommodate diverse cognitive profiles, and facilitate key learning outcomes. This commentary also draws attention to the persistent mental health stressors associated with online participation, including isolation and accessibility limitations, underlining the importance of differentiated instructional design and assistive technologies. Empirical findings emphasize substantial dissatisfaction and ambiguity among learners regarding their online collaborative experiences, with infrastructural and institutional barriers persisting. Research calls for research into adaptive and inclusive design—especially for neurodiverse learners—and advocates for integrated mental health supports within curricula. Ultimately, the evolving online educational landscape demands empathetic, culturally-aware, and technology-driven instructional design, with AI poised to redefine teaching and learner differentiation in the years ahead.

Keywords

Online collaborative learning (OCL), Teaching presence, Social presence, Cognitive presence, Inclusive pedagogy, Learning styles, Assistive technology, Mental health, E-learning, AI, Artificial intelligence

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