Information Sharing, Community Development, and Deindividuation in the eLearning Domain

Cooke, Nicole A.

doi:10.24059/olj.v20i2.614

Cited by 8 publications

(3 citation statements)

References 65 publications

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“…The input of peers encourages members to continue participating in the group. Interactions increase the sense of community felt by students, and in turn, this sense of community encourages more interaction (Cooke, 2016).…”

Section: Peer Influencementioning

confidence: 99%

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Ala

Hongtao

2021

International Journal of Information and Communication Technology Education

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Peer interaction to assist and learn from each other has been extended online in recent times. This study was conducted to find the pattern of participation in integrated peer-assisted learning and to investigate factors known to affect such participation among students in their peer-assisted learning clusters. The pattern of participation was established through the frequency with which the respondent use their preferred mode of peer interaction. Structural equation modeling was implemented to study the relationship between participation and the factors considered. Social medial is the most prevalent among the online means of interaction considered. Conflict, cohesion and effective leadership in the clusters have more direct effects on the other factors considered. The frequency of participation does not correlate significantly with the other personal and interpersonal factors considered. These findings suggest that the decision for voluntary participation in peer-assisted learning clusters are possibly driven by other factors such as academic.

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Section: Peer Influencementioning

confidence: 99%

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Ala

Hongtao

2021

International Journal of Information and Communication Technology Education

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“…Showing of openness to others through sharing personal information, beliefs and values are types of affective expressions that shows teachers' immediacy in online learning environment [7]. Therefore, affective sharing was the essential components of learning community in which the participants enjoy high level of respect and trust [19] which foster students social presence.…”

Section: Social Sharingmentioning

confidence: 99%

Modeling of Students Online Social Presence on Social Networking Sites and Academic Performance

Al-Dheleai

Tasir

Al-Rahmi

et al. 2020

Int. J. Emerg. Technol. Learn.

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Social Presence is a vital component of learning experience. This study develops a predictive model of students’ online social presence on social networking sites “SNS”. This study used SmartPLS software in the model development process. The study explored five facets of SP and its relationship with students’ academic performance. The model is based on the survey data that collected from 181 post-graduate students in one of Malaysian public universities. The findings of this study showed that there is a significant relationship between all five facets of online social presence and students’ academic performance. SNS is appropriate tools that supports students’ sense of social presence which contributes to better learning and academic performance. Consequently, the developed model can be used by instructional designers, instructors, and researchers to measure students’ online social presence and its effect on students’ academic performance.

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“…Building on the importance of resources in engagement, several authors have suggested that engagement can be enhanced by effective design and use of learning resources, particularly in the world of online learning 11,12 . Claxton 13 observed that, in order to be engaging, learning resources need to meet certain criteria.…”

Section: Introductionmentioning

confidence: 99%

User Engagement Using an Etextbook

Verkuyl

Atack

Lapum

et al. 2021

CIN: Computers, Informatics, Nursing

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Engagement is an integral pedagogical component underpinning effective educational activities and is of importance for educators using online platforms. Carefully designed, technology-enabled learning resources can increase student engagement. We developed an open educational resource etextbook on vital sign measurement using an interactive and multimodal platform to facilitate student learning. The etextbook design was informed by experiential teaching-learning theory. Students progressed through the etextbook at their own pace, following pedagogy informed by the iterative process of read, observe, practice, and test, commonly used in nursing education. The etextbook was introduced as a required reading in a first-year health assessment course at one university and two colleges. In this project, we explored the level of engagement experienced by users of the etextbook. We conducted a descriptive study using the User Engagement Scale to measure students' degree of engagement using the etextbook. Results from participants (N = 455) who used the etextbook in the study indicated a high level of engagement. The responses to an open-ended item on the survey provided context to the results and shed light on effective design practices. Several recommendations for best practices in developing etextbooks are identified for educators to consider.

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Information Sharing, Community Development, and Deindividuation in the eLearning Domain

Cited by 8 publications

References 65 publications

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Modeling of Students Online Social Presence on Social Networking Sites and Academic Performance

User Engagement Using an Etextbook

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