Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course

Thomas

et al. 2018

Purpose -Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an Instant messaging (IM) tool and its impacts on students' learning outcomes, especially in the tertiary education in Vietnam. This study approached instant messaging as an out-of-class communication (OCC) approach in computer-mediated communication (CMC). The aim of this study was to investigate students' perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers' clarification of their enquiries through an online instant message application, namely Remind (https://www.remind.com/). Design/methodology/approach -The target groups were first year Business students in an International University in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model. Findings -The findings indicate using out-of-class communication technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes. Originality/value -The author highlights the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

Section: Out-of-class Communication (Occ)mentioning

confidence: 99%

Measuring the impact of out-of-class communication through instant messaging

Thomas

et al. 2018

Research in Learning Technology

“…Past research mirrors many behaviours that were observed during the module pilot. For example, the steady decline in discussion board activity after the first session could have represented a vicious circle in which participants were discouraged from contributing because of the lack of contribution from others (Kurucay and Inan 2017;Lee, Kim, and Hackney 2011;Luo, Zhang, and Qi 2017;Nerantzi and Gossman 2015). This was very likely compounded by minimalist tutor engagement.…”

Section: Engagement In Online Discussionmentioning

confidence: 99%

The Community of Inquiry framework as learning design model: a case study in postgraduate online education

Nolan-Grant

2019

Interaction within online educational environments has long been advocated as conducive to learning, whether interaction between the learner and their teacher, the learner and online resources or the learner and their peers. The relationship among these three types of interaction is also receiving increasing attention, with the Community of Inquiry (CoI) framework providing a method of interpreting this relationship in terms of the interplay of teaching presence, cognitive presence and social presence. This case study investigates the use of the CoI framework as a learning design model, showing how it was used to address specific issues in a postgraduate online module. Specifically, the framework informed decisions to strongly link together interaction with the video content, activity on discussion boards and release of new learning materials. Using discussion board posts and video analytics as the primary evidence of learner engagement, the findings show how learner activity significantly increased in both 'social' contexts and 'cognitive' contexts. More importantly, analysis also revealed strong correlations among participation in discussions, video viewing and module completion. The study suggests that the CoI framework is a robust model for learning design in online environments.

“…The continuous application of information technology in the field of education has led to the rapid development of interest in online education within the last decade [1], [2]. For example, the number of education institutions offering and the number of learners registered for online courses have increased exponentially [3]. Moreover, since 2012, the development of MOOCs has pushed the development of online learning platforms to the peak of the online education wave [4].…”

Section: Introductionmentioning

confidence: 99%

“…According to social constructivist theory, learning is more effective when learners are able to discuss with others their perceptions and experiences [7]. Simply, as Kurucay and Inan"s research [3] reported, online leaners studying with effective interaction achieved significantly higher than those Manuscript working individually. Therefore, many educators have claimed that enhancing interactivity in online learning context by creating an interactive learning environment is crucial to the learning and success of the learners [8].…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of the Interaction Features of Barrage and Forum in Social Learning Course

An¹,

Gong²,

Zhao³

et al. 2020

IJIET

Forum as an effective way for learners and instructors to communicate has been widely used in online learning, but there are still some unsolved problems in online learning, such as loneliness and lack of motivation. With the development of the technology of barrage, some teaching videos try to add the barrage function. As a virtual synchronous interaction way based on situation, interaction on barrage is different from the traditional online discussion and question-answering areas. In this paper, the content analysis method is used to analyze a Japanese teaching course on Bilibili website. It is found that there were differences in the number, length, interactive objects and interactive content between barrage and forum. This conclusion provides some valuable ideas for solving the problems of loneliness and lack of motivation in distance learning.