Effects of learner-to-learner interactions on social presence, achievement and satisfaction
| Autor: | Gary R. Morrison, Jill E. Stefaniak, Beth Oyarzun, Linda Bol |
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| Rok vydání: | 2017 |
| Předmět: |
Higher education
business.industry media_common.quotation_subject 05 social sciences Educational technology 050301 education Academic achievement Affect (psychology) Education Asynchronous communication Student achievement Comparative research Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Quality (business) 0509 other social sciences 050904 information & library sciences business Psychology 0503 education media_common |
| Zdroj: | Journal of Computing in Higher Education. 30:154-175 |
| ISSN: | 1867-1233 1042-1726 |
| DOI: | 10.1007/s12528-017-9157-x |
| Popis: | One current focus of research regarding online courses concentrates on identifying effective design and delivery methodologies. This non-experimental comparative research study investigated two types of learner-to-learner interaction techniques: designed and contextual interactions and their effects on learner achievement, social presence, interaction quality and learning satisfaction in online asynchronous courses. Designed interactions have a high level of collaborative/cooperative instructional intent. Contextual interactions provide the opportunity for interaction but have little or no collaborative/cooperative instructional intent. Results indicate designed interactions or interactions that have high levels of collaborative/cooperative intent positively affect learner achievement and satisfaction. Results also indicate that a high level of instructor social presence has positive effects on student achievement and learning satisfaction. The results continue to reveal that a high level of interactive quality significantly affects levels of instructor and learner social presence as well as learner satisfaction. |
| Databáze: | OpenAIRE |
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