Peer pressure and web-based peer learning: an exploratory case study

Zhang, Xiaodong

doi:10.1007/s10639-023-11609-8

Cited by 4 publications

(1 citation statement)

References 21 publications

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“…Peer pressure generated by active participants in online discussions can drive more students to participate (X. Zhang, 2023). These social factors are not only related to the intensity of participation but can also be closely interrelated to the quality of contributions (Galikyan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Chen,

Poquet

2023

AJET

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Online discussions are widely adopted in higher education to promote student interaction. However, prior research on online discussions falls short to estimate the effect of multiple factors collectively shape student interaction in online discussion activities. In this study, we applied a dynamic network analysis approach named relational event modelling to a data set from an online course where students participated in weekly discussion activities. In the relational event models, we incorporated multiple factors including participant characteristics, network formation mechanisms and immediate participation shifts. Results indicated that the instructor was more likely to initiate interactions but less likely to receive responses. Popularity, activity and familiarity established in prior relational events positively affected future events. Immediate participation shifts such as local popularity, immediate reciprocation and activity bursts also played a positive role. The study highlights the importance of considering multiple factors when examining online discussions, demonstrates the utility of relational event modelling for analysing online interaction and contributes empirical insights into student interaction in online discussions. Implications for practice or policy: Supporting online discussions in college classrooms requires instructors to consider multiple actors including pedagogical designs, technological affordances, learner characteristics and social dynamics. Educators could go beyond simply counting student posts to paying attention to how students interact at a micro level. Educators and instructional designers could pay attention to socio-temporal dynamics in online discussions and evaluate whether emerging dynamics in a particular course are desirable and conducive to student learning.

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Section: Introductionmentioning

confidence: 99%

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Chen,

Poquet

2023

AJET

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Investigating behavioral patterns of procrastinators in a Wiki-based activity

Garg

Rajendran

2023

Educ Inf Technol

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Procrastination is one of the issues affecting more than half of the student population and is known to impact them negatively. It is also one of the major reasons for failure and dropout. Therefore, several studies have been conducted in this domain to understand when and why students procrastinate. The existing studies use self-reported procrastination scales and/or digital traces of student interactions recorded in learning environments to identify procrastination behavior. The majority of the extant studies leverage individual tasks such as assignments submission, quizzes attempted, course materials assessed by a student, etc., to study such behavior. This paper uses group-based collaborative wiki activity to explore the procrastination behavior among the students. This study will help us explore student behavior in a group activity. The results would help us investigate if the student’s behavior changes when it comes to a group activity. The results would be beneficial for instructors, practitioners, and educational researchers to know if group activity could be utilized to overcome procrastination behavior.

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Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration

Lin,

Niu,

2023

Language Teaching Research

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Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and positively predict collaborative learning willingness. Moreover, ambiguity tolerance predicts peer feedback acceptance but not sensitivity to peer pressure. Learning effectiveness significantly and negatively predicts sensitivity to peer pressure, but its impact on peer feedback acceptance is insignificant. Dominant strategies for high school English learners to cope with unfamiliar and uncertain contexts are external help-seeking from dictionaries and instructors. The findings in this study contribute to educational research on psychological mechanisms behind ambiguity tolerance, language education in high school, learning effectiveness, and collaborative learning. As such, this study encourages continued efforts to explore such topics and the consideration of ambiguity tolerance in teaching practice.

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Peer pressure and web-based peer learning: an exploratory case study

Cited by 4 publications

References 21 publications

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Uncovering socio-temporal dynamics in online discussions: An event-based approach

Investigating behavioral patterns of procrastinators in a Wiki-based activity

Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration

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