The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning

Xie, Kui; Lü, Lin; Cheng, Sheng‐Lun; İzmirli, Serkan

doi:10.1080/01587919.2017.1322458

Cited by 21 publications

(9 citation statements)

References 15 publications

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“…Likewise, Chang and Chuang (2011) confirmed that social interaction and trust had positive effects on the quality of shared knowledge. Although findings of social engagement and group affiliation in online environment are inconclusive (Çelik, 2013;Demmans Epp, Phirangee & Hewitt, 2017;Gilliland, Oyama & Stacey, 2018;Xie, Lu, Cheng, & Izmirli, 2017), the positive, group cohesion was evident in this study. These results could be interpreted in a number of ways.…”

Section: % 20% 34% 14%contrasting

confidence: 54%

Exploring the Roles and Facilitation Strategies of Online Peer Moderators

Zhong

Norton

2019

SISAL

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Whilst peer facilitation is deemed to be a beneficial alterative strategy in an asynchronous online discussion, a review of the literature indicates that previous studies have primarily focused on the instructor as the facilitator. Inquiries into the roles that student facilitators perform and strategies they deploy to promote meaningful dialogues and participation in a student-led online discussion board have not been widely explored. Using posted messages of seven student facilitators in a peer-moderated online discussion forum, this study aimed to address the gap in the literature. Content analysis of the data revealed that the student moderators played four major roles during the discussions: 1) a knowledge constructor who actively engaged in a collective inquiry and contributed to a deeper understanding of a subject matter; 2) a team builder who expended considerable efforts to create group cohesion to achieve their learning objectives as a team; 3) a motivator who encouraged and inspired team members to engage in and contribute to the discussion; 4) an organiser who managed and monitored each phase of the discussion and orchestrated the subsequent group oral presentation. The findings suggest that assigning students to lead online discussions is an effective strategy to foster learner autonomy and nurture student leaders. The paper concludes with pedagogical implications and directions for future research.

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Section: % 20% 34% 14%contrasting

confidence: 54%

Exploring the Roles and Facilitation Strategies of Online Peer Moderators

Zhong

Norton

2019

SISAL

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“…Social presence is an important factor affecting online interaction and collaboration. The existing finding suggested that social presence can reduce the psychological distance between online participants, enrich the process of online interaction and collaboration, alleviate the conflicts while improving the efficiency of interaction and cooperation (An, Shin, & Lim, 2009;Murphy, 2004;Xie et al, 2017).…”

Section: The Role Of Social Presence On Online Group Behaviormentioning

confidence: 99%

Seven Important Theories in Information Management and Information System Empirical Research: A Systematic Review and Future Directions

Huang

Qinjian

2021

Data and Information Management

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The fragmentation of fundamental theory has increasingly affected the development of information management (IM) and information system (IS) empirical research, while limited attempts have been made to systematically review the theories which are fundamental to the extant IM and IS literature. Therefore, based on the analysis of the empirical studies in the IM and IS field in the past 20 years, we identify seven relatively important but less summarized theories in the IM and IS field: transactive memory system (TMS), impression management, flow, structural holes, resource dependence theory (RDT), social presence theory (SPT), and the illusion of control (IC). Hence, we try to offer a systematic review of these theories by synthesizing the extant findings while identifying the possible directions for future studies. Our review made several significant contributions to both proposing theoretical and methodological trends in the respective theories.

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“…These can include positive emotions (e.g., hope, curiosity, and enjoyment) and negative emotions (e.g., confusion, boredom, and anxiety; Pekrun and Linnenbrink-Garcia 2012 ; Skinner et al 2009 ). Considerations for social engagement may include how learners will interact with peers and instructors in ways that contribute to learning (e.g., instructor-led group discussions, student-led collaborations, help-seeking, all can be achieved either synchronously or asynchronously; Finn and Zimmer 2012 ; Liem and Martin 2011 ; Xie et al 2020 ), and how learners may develop social relationships and manage social conflicts (Xie et al 2013 , 2017 ).…”

Section: Pay Attention To Learning Engagementmentioning

confidence: 99%

Projecting learner engagement in remote contexts using empathic design

Xie

2020

Education Tech Research Dev

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This paper is in response to the manuscript entitled “Empathic design: Imagining the cognitive and emotional learner experience” (Tracey and Hutchinson in Educ Technol Res Dev 67(5):1259–1272, 2019) from a research perspective. The original manuscript provides a theoretical and empirical foundation of an instructional design approach—empathic design—where designers, during the design process, predict how learners would feel while engaging in the final design solution. Empathic design has significant implications in the “shift to digital” during the pandemic. That is, when designing the remote learning experience, instructional designers need to project into the remote contexts and predict learners’ engagement experiences in these contexts. To address the “shift to digital” remote learning, empathic design needs to be extended with two important considerations, including learners’ engagement and the context in which engagement occurs. This paper discusses how empathic design can be applied to consider four types of engagement (i.e., behavioral, cognitive, affective, and social engagement) and three contextual features (e.g., physical environment, technological, and social features) in order to best support learner experiences in the “shift to digital” remote learning during the pandemic.

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The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning

Cited by 21 publications

References 15 publications

Exploring the Roles and Facilitation Strategies of Online Peer Moderators

Exploring the Roles and Facilitation Strategies of Online Peer Moderators

Seven Important Theories in Information Management and Information System Empirical Research: A Systematic Review and Future Directions

Projecting learner engagement in remote contexts using empathic design

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