The shift in learning communication patterns in higher education emerged along with the end of the pandemic, accelerating the transformation of digital communication. This study aims to explain the digital communication variable of the CMC model, the digital technology variable of the technology and determinism model, the SIKA LMS variable of the technology acceptance model (TAM), the discipline variable of the Attitude and Behavior theory model, and the graduation variable of the Media Dependence model as part of the communication using the computer. Quantitative research method with SEM PLS analysis. Furthermore, the data collection technique was used with a proportionate stratified random sampling population of 3416 students and a sample of 302 active students working on the final project. The analysis in this study uses Structural Equation Modeling, with 5 variables, namely digital communication (X1), digital technology (X2), SIKA LMS (X3), student discipline (X4) and timely graduation (X5), conducting outer model tests, goodness of fit models, and model testing inner. Results show that the discipline variable obtained the highest average of 4.22. In contrast, the digital communication transformation obtained a very significant direct influence on the shift in learning patterns for timely graduation.

In higher education institutions, effective digital communication is crucial for achieving administrative goals, such as improving student services, managing resources, and facilitating collaboration among staff members. By exploring the impact of copresence factors on digital communication effectiveness, higher education institutions can gain a deeper understanding of the factors that influence their digital communication and develop strategies that optimize its efficiency. The study applied a quantitative research approach through a questionnaire survey to collect required responses from employees who are working in the higher education institutions of Jordan with a total of 304 participants. The findings of this study indicate that copresence factors play a significant role in the effectiveness of digital communication within higher education institutions in Jordan. The results support the framework developed by others and suggest that self-copresence and partner-copresence have a positive impact on the efficiency of communication. This highlights the importance of considering the presence of individuals during digital communication and the impact it can have on the quality of the exchange. In conclusion, the study sheds light on the importance of correspondence in digital communication and its impact on the efficiency of communication within higher education institutions. The findings can help in the development of strategies and practices for enhancing the effectiveness of digital communication and improving administrative work in higher education institutions in Jordan.