Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Abstract

Social presence in education pertains to the connectedness students have with one another and is highly indicative of course satisfaction and performance. Further, social presence fosters motivation and promotes opportunities for collaboration, therefore, considered a critical factor in influencing second language acquisition . In the context of emergency remote online courses due to Covid-19, this study investigates the role of social presence in relation to learner interactions and learning outcome beliefs. To this end, this research is interested in learning how social presence influences learner-learner, learner-instructor, and learner-content interactions within videoconference-supported EFL classes. This study also identifies the mediating effects learner interactions have on the relationship between social presence and expected learning outcomes. This cross-sectional questionnaire study surveyed 547 South Korean university EFL students and data were analyzed using structural equation modeling to measure direct and indirect relationships among the variables of interest. The findings indicate that students’ levels of social presence positively influenced rates of interactions with their classmates, the instructor, and course content. Results further provide insight pertaining to the academic achievement students expect when participating in videoconferencing courses, and how this relationship between social presence and academic learning outcome is distinctly mediated by learner-instructor and learner-content interactions. Findings give insight into the sorts of activities and practices instructors can employ; for instance, EFL instructors are recommended to clearly assess learner-learner interactions if such interactions are to have a significant influence on course outcome beliefs when using videoconferencing tools effectively in the post Covid-19 era.

Emergency remote teaching during COVID-19: traits and constraints that arise when teaching computer skills to Saudi preparatory year students

“…Fourth, the course instructor was a highly rated factor, leading to positive perceptions amongst the students. This is in line with Bailey’s ( 2021 ) finding that an instructor performing a positive role can encourage students to perceive a course positively. Meanwhile, the lowest rated challenges in the survey related to the professor providing opportunities for cooperative learning.…”

“…This interaction will demonstrate whether the teacher answers the student’s questions, gives feedback, provides an opportunity for cooperative learning, or allows enough time for practice. In this study, the instructor-learner interaction was a factor of high effect in terms of the students’ perceptions, in comparison to the students’ peer-interaction, which was a factor of medium effect, as affirmed by Bailey ( 2021 ). This was confirmed by the survey findings, which identified the challenges facing the students as they strived to learn computer skills online, with statements related to the teacher’s role in providing time for practice and cooperation.…”

“…There are three types of interaction: learner-learner, instructor-learner, and learner-content (Moore, 1989 ). The students sampled by Bailey ( 2021 ) found instructor-learner interaction more influential than learner-learner or learner-content interaction, particularly in the online learning that was necessary during the COVID-19 pandemic. In online learning, instructors can interact with learners in diverse ways, like encouraging them to participate in class discussion, providing feedback on assignments and tests, and giving students feedback on their progress (Bailey, 2021 ).…”

“…The students sampled by Bailey ( 2021 ) found instructor-learner interaction more influential than learner-learner or learner-content interaction, particularly in the online learning that was necessary during the COVID-19 pandemic. In online learning, instructors can interact with learners in diverse ways, like encouraging them to participate in class discussion, providing feedback on assignments and tests, and giving students feedback on their progress (Bailey, 2021 ). Learner-instructor interactions play an important role in developing students’ satisfaction with their courses (Bailey, 2021 ).…”

“…In online learning, instructors can interact with learners in diverse ways, like encouraging them to participate in class discussion, providing feedback on assignments and tests, and giving students feedback on their progress (Bailey, 2021 ). Learner-instructor interactions play an important role in developing students’ satisfaction with their courses (Bailey, 2021 ). The instructor’s role includes creating learning materials or providing learners with suitable resources for constructive learning.…”