Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment

Molinillo, Sebastián; Aguilar-Illescas, Rocío; Anaya‐Sánchez, Rafael; Arán, María Vallespín

doi:10.1016/j.compedu.2018.04.012

Cited by 205 publications

(172 citation statements)

References 85 publications

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“…On the other hand, respect among students has revealed itself as one of the key elements to scaffold social interaction, although other aspects such as tolerance and support were also rated highly. This is consistent with other studies which found that emotional support and respect have a positive influence on collaborative learning (Blasco-Arcas, Buil, Hernández-Ortega, & Sese, 2013;Molinillo et al, 2018).…”

Section: Discussionsupporting

confidence: 93%

“…Research in CSCL has also established interaction models that connect its complex dimensions (Hernández-Sellés, Muñoz-Carril, & González-Sanmamed, 2019;Molinillo, Aguilar-Illescas, Anaya-Sánchez, & Vallespín-Arán, 2018), identifying a positive and significant influence between: teacher-student interaction and students' interaction in their work groups; student interaction in work groups and intra-group emotional support; student interaction in work groups and collaborative learning; online collaborative tools and students' interaction in their work groups.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Interaction in computer supported collaborative learning: an analysis of the implementation phase

Hernández-Sellés¹,

Carril

Sanmamed

2020

Int J Educ Technol High Educ

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There is extensive research on interaction frameworks in distance education and studies in Computer Supported Collaborative Learning (CSCL) have also focused on establishing interaction models. There is still research to be done, though, in order to identify the elements that configure interaction to build up a framework for their integration, aligned with the learning goals. The purpose of this study is to understand the key elements that configure effective interaction in the implementation phase of CSCL and to analyze the different types of interactions that occur during collaborative learning processes. The study was designed under a nonexperimental quantitative methodology and 106 learners answered a questionnaire after participating in 5 different higher education subjects implementing CSCL. A factorial analysis of results prove that students identify three types of interaction to be necessary during the implementation phase of collaboration in order to reach knowledge convergence: cognitive, social and organizational interaction. Therefore, instructors and institutions who wish to promote effective CSCL should bear in mind the learning goals together with the social and organizational aspects interwoven in the design, implementation and assessment phases of collaborative learning.

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Section: Discussionsupporting

confidence: 93%

Section: Conceptual Frameworkmentioning

confidence: 99%

Interaction in computer supported collaborative learning: an analysis of the implementation phase

Hernández-Sellés¹,

Carril

Sanmamed

2020

Int J Educ Technol High Educ

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“…In addition, Dwyer [41] emphasized that student-instructor interaction could reap persistence and academic benefits. Moreover, Molinillo et al [42] suggested that social presence and teacher-student interaction had a positive influence on students' active learning, both directly and indirectly, through emotional engagement. A study by Cho and Jonassen [43] revealed that students who enjoyed interacting with others were more likely to have a high self-efficacy for interaction with their instructor.…”

Section: Student Interaction In Online Learningmentioning

confidence: 99%

“…The results further showed that students who perceived a high level of enjoyment, learning persistence were higher for those who reported a higher level of SI interaction. This is particularly important because enjoyment could strengthen the relationship between student and instructor so as to catalyze learning persistence or learning engagement [42].…”

Section: Academic Emotions As Moderatorsmentioning

confidence: 99%

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Huang

Han

et al. 2020

IJERPH

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Learning persistence is a critical element for successful online learning. The evidence provided by psychologists and educators has shown that students’ interaction (student-student (SS) interaction, student-instructor (SI) interaction, and student-content (SC) interaction) significantly affects their learning persistence, which is also related to their academic emotions. However, few studies explore the relations among students’ interaction, academic emotions and learning persistence in online learning environments. Furthermore, no research has focused on multi-dimensional students’ interaction and specific academic emotions. Based on person-environment interaction model and transactional distance theory, this study investigates the relationship between students’ interaction and learning persistence from the perspective of moderation and mediation of academic emotions including enjoyment, boredom, and anxiety. Data were collected from 339 students who had online learning experience in China. AMOS 22.0 (IBM, Armonk, NY, USA) and SPSS 22.0 (IBM, Armonk, NY, USA) were employed to analyze the mediating and moderating effects of academic emotions, respectively. The results revealed that students’ interaction and academic emotions directly related to learning persistence. Specifically, enjoyment, anxiety and boredom had significant mediating and moderating effects on the relationship between students’ interaction and learning persistence. Based on these findings, we further discussed the theoretical and practical implications on how to facilitate students’ learning persistence in online learning environments.

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“…In reality, when users are engaged emotionally with the web-based environment, they actively participated in domain of these sites. Such active participation resulted in more social collaborations and learning [40]. Sometimes, these emotions can also be associated with the advertisement of these social sites [41].…”

Section: Emotional Engagementmentioning

confidence: 99%

Innovative Perspective of Marketing Engagement: Enhancing Users’ Loyalty in Social Media through Blogging

Sajjad

Zaman

2020

Journal of Open Innovation: Technology, Market, and Complexity

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The breakneck pace of digital technologies has created a dramatic shift in marketing campaigns to engage users through unique and innovative experiences. Focusing on the same grounds, this study relates the market engagement with users’ loyalty (UL) for Facebook social media. Market engagement has been measured through four constructs of innovative engagement (IE), functional engagement (FE), emotional engagement (EE), and communal engagement (CE). Blogging has been included as a moderator in the relation between IE, FE, EE, CE, and UL. To measure these relationships, study proposed two models and developed five hypotheses. Data were collected through structured questionnaire aimed at referral groups i.e., habitual users of Facebook. A total of 309 responses were included in the analysis through purposive sampling. Model 1 was tested with simple regression and it was found that the overall model was statistically significant and explained 65 percent of variation in UL. It was concluded that for online users, loyalty is affected by IE, FE, and CE, while EE is of least concern for them. Model 2 was tested through hierarchical regression after the inclusion of a moderator of BE in model 1. It was concluded that blogging acted as a partial moderator in between the relationship of IE, FE, EE, CE, and UL as the proposed model 2 was found to be significant. However, only CE yielded significant relationship with UL while IE, FE, and EE yielded insignificant relationship with UL in the presence of a moderator. The study concedes new insights for those social platforms and marketing companies that are seeking innovative and unique ways to retain their online users for long time.

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Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment

Cited by 205 publications

References 85 publications

Interaction in computer supported collaborative learning: an analysis of the implementation phase

Interaction in computer supported collaborative learning: an analysis of the implementation phase

Investigating the Influence of Interaction on Learning Persistence in Online Settings: Moderation or Mediation of Academic Emotions?

Innovative Perspective of Marketing Engagement: Enhancing Users’ Loyalty in Social Media through Blogging

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