Exploring the relationships between students' academic motivation and social ability in online learning environments

Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon‐Heum; Laffey, James M.

doi:10.1016/j.iheduc.2006.08.002

Cited by 83 publications

(57 citation statements)

References 14 publications

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“…Social presence, social navigation, and social connectedness are important factors in explaining social interaction in online learning environments (Laffey, Lin, & Lin, 2006). This finding is consistent with previous studies that find positive relationships between social interaction and learning satisfaction in online learning environments (Picciano, 2002;Rovai & Barnum, 2003;Yang, Tsai, Kim, Cho, & Laffey, 2006). Failure to achieve a sense of community and feelings of isolation negatively affect acceptance of online classes and student satisfaction (Vonderwell, 2003).…”

Section: Literature Reviewsupporting

confidence: 90%

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Brahmasrene

Lee

2012

IJIKM

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This paper examines the determinants of intent to continue using online learning. The success of online learning programs depends not only on students' satisfaction but also their intent to continue using it. Unlike the recent research under this topic, its antecedent model consists of the following three components that affect learners' intent to continue using online learning: perceived social ability, online learning readiness, and perceived usefulness. Eight hundred and seventy-two samples collected from students in online business classes from two universities in the United States and South Korea were analyzed using factor analysis, structural equation model techniques, and independent sample t-statistics. Perceived social ability, online learning readiness, and perceived usefulness are significant predictors of intent to continue using online learning in both groups. However, there is a significant difference between these groups in terms of online learning readiness and perceived usefulness of online learning systems.

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Section: Literature Reviewsupporting

confidence: 90%

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Brahmasrene

Lee

2012

IJIKM

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“…In the second study, a confirmatory factor analysis was conducted with a different group of students who were enrolled in another university to investigate the stability of the unidimensionality that we found in the exploratory factor analysis. In addition, correlations with social presence (Yang et al, 2006) and classroom community (Rovai, 2002) were sought to check the scale's convergent validity.…”

Section: Purpose and Data Analysis Methodsmentioning

confidence: 99%

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

Cho

2016

IRRODL

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A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors' conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors' use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors' use of scaffolding strategies to promote interactions in online settings.Confirmatory factor analysis conducted with a different group of online students indicated that the onefactor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors' use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability.

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“…Tai (2008) argues that strong motivation is a prerequisite for online learning. Yang et al (2006) found that the way learners experience and perceive social interaction depends on social presence of peers (i.e. ability of peers to express themselves socially and emotionally in the group) as well as written communication skills.…”

Section: 1mentioning

confidence: 99%

“…Yang et al (2006) conducted a survey among 250 respondents of eleven online educational psychology courses and found that goal-oriented motivation measured by the Motivated Strategies for Learning Questionnaire (MSLQ) of Pintrich & De Groot (1990) positively influences social presence among peers, that is the perception that emotions can be shared using CSCL. Although the finding that motivation influences perceived social presence among peers is important, the lack of measurement of actual learning processes and learning outcomes and lack of control of 51% non-response requires further research.…”

Section: 1mentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

144

122

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In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network

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Exploring the relationships between students' academic motivation and social ability in online learning environments

Cited by 83 publications

References 14 publications

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Online Instructors’ Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study

The role of academic motivation in Computer-Supported Collaborative Learning

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