Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning

Miao, Jia; Ma, Li

doi:10.3389/fpsyg.2022.815220

Cited by 27 publications

(21 citation statements)

References 57 publications

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“…Moreover, other ways to project one's presence in online classrooms should be considered because making direct eye contact with a person on the screen is structurally impossible (Lanier, 2001). This is supported by Miao and Ma (2022) investigation as online interaction positively affected the way one projects oneself in the online space and builds relationships with others. Thus, increasing online interaction may lead to an enhanced experience of presence.…”

Section: Discussionmentioning

confidence: 87%

University students’ experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

Lee

Jung³

2023

Front. Psychol.

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BackgroundThe high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students’ lived experience of online space during synchronous learning via videoconferencing.ObjectiveThe present study explored how university students experienced online space when engaging in synchronous learning via videoconferencing platforms during the outbreak of the pandemic.MethodThe phenomenological approach was chosen to primarily explore students’ experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space.ResultsThree core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants’ choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era.ConclusionBased on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.

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Section: Discussionmentioning

confidence: 87%

University students’ experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

Lee

Jung³

2023

Front. Psychol.

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“…Like prior knowledge, student’s self-regulation tendency and skills are considered as important personal trait that influences online learning performance and has a reciprocal relationship with online learning engagement, motivation, and interaction ( Cho and Kim, 2013 ; Zheng et al, 2018 ; Miao and Ma, 2022 ). We developed a questionnaire to measure self-regulation that includes three constructs: cognition, motivation, and self-efficiency; Cronbach’s Alpha is 0.856.…”

Section: Methodsmentioning

confidence: 99%

Key factors predicting problem-based learning in online environments: Evidence from multimodal learning analytics

Wang

Sun²,

Luo³

2023

Front. Psychol.

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Problem-based learning (PBL) has been used in different domains, and there is overwhelming evidence of its value. As an emerging field with excellent prospects, learning analytics (LA)—especially multimodal learning analytics (MMLA)—has increasingly attracted the attention of researchers in PBL. However, current research on the integration of LA with PBL has not related LA results with specific PBL steps or paid enough attention to the interaction in peer learning, especially for text data generated from peer interaction. This study employed MMLA based on machine learning (ML) to quantify the process engagement of peer learning, identify log behaviors, self-regulation, and other factors, and then predict online PBL performance. Participants were 104 fourth-year students in an online course on social work and problem-solving. The MMLA model contained multimodal data from online discussions, log files, reports, and questionnaires. ML classification models were built to classify text data in online discussions. The results showed that self-regulation, messages post, message words, and peer learning engagement in representation, solution, and evaluation were predictive of online PBL performance. Hierarchical linear regression analyses indicated stronger predictive validity of the process indicators on online PBL performance than other indicators. This study addressed the scarcity of students’ process data and the inefficiency of analyzing text data, as well as providing information on targeted learning strategies to scaffold students in online PBL.

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“…Menurut Chiu et al, (2021), pengalaman 'belajar' sangat berkenaan dengan kondisi psikologis dan emosional mahasiswa saat mengikuti pembelajaran daring. Dalam konteks ini, dapat dilihat bahwa membangun iklim kelas dan suasana belajar sangat mendorong psikologis mahasiswa untuk siap dan menjadi mahasiswa yang aktif berpikir atau 'belajar' (Miao & Ma, 2022). Ketiga konsep yang dijelaskan diatas memperlihatkan bahwa keterampilan mengkomunikasikan instruksi belajar, membangun iklim kelas, dan membangun suasana belajar menjadi bagian penting dalam membangun kehadiran sosial bagi mahasiswa.…”

Section: Artikel Terdahuluunclassified

Perspektif Komunikasi dalam Pembelajaran Jarak Jauh: Membangun Kehadiran Pengajar dan Kehadiran Sosial

Seminar¹,

Sarwoprasodjo²

2022

Jupe

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Covid-19 pandemic has changed the learning model in education to distance learning. The sudden change make students dissatisfy with the learning process thus declining the quality of learning. Research questions of this study are: (1) how to plan a distance learning that focus on building social presence? (2) how does message design of learning material contributes to social presence and student understanding?; and (3) how does the communication skills of the teacher contributes in building teaching presence? To answer these questions, this study used an action research design using class observation, in-depth interviews, and group interviews as data collection method. The action research design also acts to evaluate the research actions that have been given in the classroom. The findings of the study shows that the teaching presence in distance learning are determined from teachers’ communication skills which include: digital literacy, instructional roles or communicating messages in building classroom climate, as well as the ability to design message of learning material that can encourage the creation of social presence. This study also found that students’ understanding of the learning material also need to be encouraged by teachers’ ability in encouraging students to think analytically and critically.

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Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning

Cited by 27 publications

References 57 publications

University students’ experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

University students’ experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic

Key factors predicting problem-based learning in online environments: Evidence from multimodal learning analytics

Perspektif Komunikasi dalam Pembelajaran Jarak Jauh: Membangun Kehadiran Pengajar dan Kehadiran Sosial

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