Online learners’ interactions and social anxiety: the social anxiety scale for e-learning environments (SASE)

Keskin, Sinan; Şahi̇n, Muhittin; Uluç, Sait; Yurdugül, Halil

doi:10.1080/10494820.2020.1769681

Cited by 44 publications

(46 citation statements)

References 37 publications

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“…In this research, we collected data using the SASE tool. The SASE was developed and validated by Keskin et al (2020) in Turkish. It is a 46-item 7-point scale ranging from 1 (strongly disagree) to 7 (strongly agree).…”

Section: Instrumentsmentioning

confidence: 99%

Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

et al. 2022

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During the ongoing coronavirus disease 2019 pandemic, over 1.5 billion students worldwide have been deprived of access to traditional learning. This situation has necessitated the use of social distancing-based educational methods; consequently, a tremendous shift towards e-learning has been observed. This study assesses medical students' social anxiety levels in e-learning environments. The study was conducted in two phases. In the first phase, the original Turkish Social Anxiety Scale for E-Learning Environments (SASE) was adapted in English and tested for validity and reliability. This instrument has two subscales: social anxiety in learner-learner interaction and in learner-instructor interaction. In the second stage, we explored the associations of gender, age, and perceived academic performance with medical students' social anxiety levels in e-learning environments. A total of 325 responses were analysed. Consistent with the original version, the adapted scale is a reliable and valid measure of social anxiety in e-learning. Social anxiety in e-learning was related to gender (p = 0.008) and age (p = 0.013). Social anxiety levels were higher in students with lower perceived performance during e-learning compared to students with enhanced performance, but the difference was not significant. The SASE is a useful instrument for evaluating social anxiety in e-learning environments across English educational frameworks. Considering the shift in social interaction environments, efforts are required to reduce medical students' social anxiety levels and enhance learning.

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Section: Instrumentsmentioning

confidence: 99%

Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

et al. 2022

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“…Lack of competency in the L2 appears to cause worry, dissatisfaction, and self‐consciousness in some students (Amengual‐Pizarro, 2018). Therefore, online communication activities may have a positive influence that decreases negative consequences such as low self‐confidence caused by social anxiety (Keskin et al., 2020).…”

Section: Resultsmentioning

confidence: 99%

“…In such distant learning circumstances, the student's willingness to interact with fellow classmates, their instructor, and course content may decrease feelings of apprehension associated with communication technology. Russell (2020) brought attention to the risk of elevated foreign language (FL) anxiety when using technology during the COVID‐19 crisis since levels of anxiety are compounded by having to both use English as a foreign language (EFL) and navigate communication technology (Aydin, 2011; et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Calm down: A mediation model on the mitigating effect anxiety has on learner interactions and learning outcome

Bailey

Almusharraf

2021

Int J App Linguistics

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Learners in videoconference‐mediated classrooms are expected to interact regardless of their varied demographic and behavioral characteristics, including susceptibility to foreign language (FL) anxiety. With a focus on apprehension, the present study aimed to better understand the influence students’ FL anxiety has on the relationship between learner interactions and academic self‐efficacy beliefs. To this end, questionnaire data was collected from 647 South Korean university students attending emergency remote online classes through Zoom's videoconference platform. Structural equation modeling was carried out to identify the mediating effect of FL classroom anxiety on the relationship between academic self‐efficacy beliefs and interactions. Findings revealed full mediation on the path coefficient from learner–learner interaction to learning expectations, while no mediation effect was observed between learner–instructor interactions and learning expectations. Increasing levels of learner–learner interactions were associated with increasing FL anxiety, partly explaining the positive path between learner–learner interactions and expected academic performance. Unlike learner–instructor interactions, learner–learner interactions increase communication anxiety, consequently decreasing expected learning outcomes.

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“…The SCQ was based on a literature review conducted by the researchers (Cangöl et al, 2019;Ceyhan, 2012;Erbaydar et al, 2016;Keskin et al, 2020). It consisted of ten items on sociodemographic characteristics (age, gender, income, place of residence, presentation techniques, etc.…”

Section: Sociodemographic Characteristics Questionnairementioning

confidence: 99%

The Effects of Two Different Teaching Techniques on Nursing Students' Learning Attitudes

Molu¹,

Keskin²

2022

Balıkesır Health Sciences Journal

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Aim: This research was conducted to determine the effect of education on Human Papilloma Virus Infection and vaccine on Students' Social Anxiety and e-Learning Attitudes with Pecha Kucha and Traditional PowerPoint presentation methods. Materials and Methods:This study adopted a randomized experimental pretest-posttest control group design. The data were collected using the Student Information Form, the Social Anxiety Scale Regarding the e-Learning Environment and the Attitude Scale towards Mobile Learning. Results: When the after-education knowledge point averages of the intervention and control group students were compared; It was determined that the mean score of the students in the intervention group was higher than the mean score of the students in the control group. Conclusion: It has been concluded that the intervention group has a positive effect on students' learning success and mobile learning attitudes and is effective in reducing social anxiety towards e-learning.

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Online learners’ interactions and social anxiety: the social anxiety scale for e-learning environments (SASE)

Cited by 44 publications

References 37 publications

Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

Social anxiety in E-Learning: Scale validation and socio-demographic correlation study

Calm down: A mediation model on the mitigating effect anxiety has on learner interactions and learning outcome

The Effects of Two Different Teaching Techniques on Nursing Students' Learning Attitudes

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