Sociocultural affordances of online peer engagement

Willis, Jill; Davis, Kate; Chaplin, Sally

doi:10.5204/jld.v6i1.102

Cited by 11 publications

(12 citation statements)

References 18 publications

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“…Parker et al (2006) assume social interaction with peers as a major component for developing children's social competence, and research studies also show that children who have poor social interaction with peers lead to a greater risk of experiencing loneliness in later life (Neighbourhood et al, 2010). Peers can create a sense of security, support, belongingness, a sense of learning or can create opportunities for learning for an individual (Willis et al, 2013).…”

Section: Peer Engagementmentioning

confidence: 99%

Examining multiple engagements and their impact on students' knowledge acquisition: the moderating role of information overload

Feroz

Zulfiqar

Noor

et al. 2021

JARHE

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PurposeKnowledge acquisition is a pivotal concern for the students and many sources help them to obtain knowledge. In this paper, the authors theoretically examine three engagements such as social media, peer and academic engagement by the theoretical foundation of engagement theory which tells that students interact and collaborate, sharing information for the acquisition of knowledge that enhances their academic performance. But due to the abundance of information, knowledge and resources available to students for the acquisition of knowledge, it becomes difficult for them to comprehend the most relevant information. In this vein, this study examined the impact of information overload on the relationship between social media, peer and academic engagement and knowledge acquisition of students.Design/methodology/approachThe proposed model and structural relationships were validated using the structural equation modeling (SEM) technique through AMOS, version 24.0. To empirically test the hypothesized model, data are collected from the universities of the Sahiwal region (Sahiwal, Okara, Pakpattan) using structured questionnaires.FindingsThe findings revealed that social media engagement and academic engagement are positively associated with knowledge acquisition, whereas peer engagement is negatively associated with knowledge acquisition. Moreover, the results of the study further suggested that information overload dampens the positive relationship between social media, peer and academic engagement and knowledge acquisition, which causes negative consequences on students' knowledge acquisition and learning outcomes.Research limitations/implicationsResearchers can use this study as the literature as many of the previous studies focused on the positive side of social networking sites and technologies for knowledge purposes, but this study extends the research and focused on the other side of the picture which has been ignored earlier by researchers. The authors theoretically explained the adverse effects of information overload on students' academic progress caused by social media and the abundance of irrelevant information these advanced technologies offer daily. The current research focused on identifying the critical role of social media, peer and academic institutions providing a lot of information to students which caused stress, anxiety and other psychological issues in them. So, this study adds to the literature by highlighting the adverse effects of unnecessary information provided by multiple resources to students.Practical implicationsEducationalists can adopt this study as a tool in academic institutions for promoting learning and to actively engage students in collaborative learning activities. As the findings of the study confirm that information overload is caused by the imbalanced use of information technology (IT) and social media sites, so teachers can help students in developing creativity and maintaining the balance between using technology and innovation in their studies pattern. Universities and institutions can play a vital role by exploring further opportunities for students and by making such policies that can help students in their learning progress. For this purpose, the authors developed a model based on the literature and theories that could change the academic system of Pakistan and enhance students’ practical knowledge by motivating students in taking part in learning activities by making the higher education system of Pakistan more engaging.Social implicationsThe authors are presenting simulation games-based learning as an alternate approach to learning and teaching that can positively influence students' engagement with learning activities in Pakistan. By adopting this model, the education system of Pakistan could improve as it can lead to better academic performance of students, which ultimately leads to a better education system. Thus, games if correctly designed and implemented in the education system of Pakistan, it can make a great difference in students' value of learning experience. The enjoyment, interactive and realistic nature of the simulation games appears to produce this value, and students tend to engage more toward these types of games rather than traditional learning methods. Simulation games provide students with an opportunity to engage in both hard (financial management, strategy making, decision-making) and soft skills (negotiation, collaboration) in business by challenging their thinking and decision-making power in a safe learning environment.Originality/valueThe phenomena of overload have become increasingly viable due to abundance of resources providing unnecessary information to students as they can get information from peers, teachers, social media platforms, blogs, wikis and many other platforms, which ultimately exhaust their capacity and leading them toward poor academic performance and other negative consequences (Yu, 2019; Bosch, 2016). This study focuses on students of higher education in Pakistan (Sahiwal region) and discusses the major challenges and opportunities that they had to face with the advancement of technology and the current social state of the knowledge in society.

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Section: Peer Engagementmentioning

confidence: 99%

Examining multiple engagements and their impact on students' knowledge acquisition: the moderating role of information overload

Feroz

Zulfiqar

Noor

et al. 2021

JARHE

View full text Add to dashboard Cite

show abstract

“…However, despite these features, there are still some constrains that limit students from using the online learning. Willis, Davis, and Chaplin (2013) have pointed common barriers prevent students from participating in online learning and make them prefer traditional courses. On the other hand, these barriers are considered as huge lack of familiarity with a new environment, structure, material and strategy, as well as a lack of time.…”

Section: Literature Reviewmentioning

confidence: 99%

Jordanian Students’ Barriers of Utilizing Online Learning: A Survey Study

Aljaraideh¹,

Bataineh²

2019

IES

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This study aims at finding out the main barriers preventing students in Jordan from using online learning from their perspective. To achieve this objective, a questionnaire was developed and the validity and reliability of the questionnaire were checked. A simple random sampling was used forming a sample of 400 students. The results indicate that the online learning infrastructure is an immense barrier that obstructs the utilization of online learning in Jerash University. Also, there are statistically significant differences in the barriers that faced students while they are using online learning based on gender and studying year variables in favor of female and students of first year respectively. Moreover, the results of the study revealed that there is an interaction between gender and teaching year variables. Finally, in light of the results, the study recommended that additional efforts from decision makers and teachers should be taken into consideration for the sake of online learning process improvement.

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“…Affordance theory has been widely applied in the design of educational artifacts and digital learning tools (Dalgarno & Lee, 2010;Mavrikis, Noss, Hoyles, & Geraniou, 2012). An increasing number of educational technology researchers have explored various information and communication technologies (ICTs) related interventions to uncover the mechanisms of how the affordances of educational technologies could be used to facilitate learning engagement (Willis, Davis, & Chaplin, 2013) and performances improvement (Limperos, Buckner, Kaufmann, & Frisby, 2015). For example, based on affordance enrichment perspective, Weidlich and Bastiaens (2019) designed an online learning environment that affords social presence to improve learning performance, which significantly improved learners' satisfaction and learning achievement.…”

Section: British Journal Of Educational Technology Vol 51 No 5 2020mentioning

confidence: 99%

“…Existing studies have investigated the antecedents of engagement in various online communities (Brodie, Ilic, Juric, & Hollebeek, 2013;Gavilanes et al, 2018), research found that engagement is associated with internal feelings of and cognitive perceptions on the learning processes/environment (Li & Song, 2018;Xie et al, 2019). In a traditional online learning environment, affordances were found to be related to learning engagement (Willis et al, 2013). In the study of Willis et al (2013), the social structures and technological affordances of online learning environment provide reflective discussion opportunities to learn, which lead to high levels of engagement reported by learners' active participation and sense of belongings on the digital learning tool.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

“…In a traditional online learning environment, affordances were found to be related to learning engagement (Willis et al, 2013). In the study of Willis et al (2013), the social structures and technological affordances of online learning environment provide reflective discussion opportunities to learn, which lead to high levels of engagement reported by learners' active participation and sense of belongings on the digital learning tool. In the context of mobile learning, Xie et al (2019) explored the affordances of using mobile technology to promote college students' engagement, and found that fine-grained data provide flexibility towards learners that contributes to the improvement of learners' engagement.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

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The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

Fu¹,

Gu²,

Yang³

2020

Brit J Educational Tech

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Traditional educational giants and natural language processing companies have launched several artificial intelligence (AI)‐enabled digital learning applications to facilitate language learning. One typical application of AI in digital language education is the automatic scoring application that provides feedback on pronunciation repeat outcomes. This research is motivated by the usage of automatic scoring‐empowered digital learning tools by language learners, and set out to uncover the influencing mechanisms of AI‐enabled automatic scoring application affordances on learners’ continuous learning intention. Specifically, based on affordance theory, we found several automatic scoring application affordances through in‐depth interviews. Considering the current lack of investigations on the mechanisms underlying automatic scoring application and its implications for learners’ learning behaviors, we built a model to examine the role of automatic scoring application affordances on cognitive/emotional engagement and following continuous learning intention. We further examined the moderation role of in‐job learners and student learners on the above relationships. The model was tested using a survey of 260 Chinese foreign language learners who used AI‐empowered learning tools to facilitate their language learning practices. This study explores why learners continuously use AI‐enabled automatic scoring applications by identifying the affordances that differentiate it from traditional educational technologies. Practitioners could take the identified affordances into account when designing AI‐enabled language learning applications.

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Sociocultural affordances of online peer engagement

Cited by 11 publications

References 18 publications

Examining multiple engagements and their impact on students' knowledge acquisition: the moderating role of information overload

Examining multiple engagements and their impact on students' knowledge acquisition: the moderating role of information overload

Jordanian Students’ Barriers of Utilizing Online Learning: A Survey Study

The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

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