Students' Social Interaction, Collaborative Learning, and Perceived Learning in an Online Learning Environment

Lagat, Kevin T.; Concepcion, Grace L.

doi:10.47814/ijssrr.v5i1.130

Cited by 5 publications

(3 citation statements)

References 18 publications

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“…Thus, SLS-OLE was developed to gauge students' engagement that leads to effective learning in an online environment. A recent study by Lagat and Concepcion (2022) adapted SLE-OLE to explore the degree of social interaction and collaborative learning in an online learning environment. However, this descriptive-correlational research only determined the relationship of 3 variables from the 6 variables: the level of students' social interaction, collaborative learning, and perceived learning in the online learning environment.…”

Section: Student Learning and Satisfaction In Online Learning Environ...mentioning

confidence: 99%

Developing a Measuring Tool for Learners’ Satisfaction in Synchronous Learning Environments

Ramli¹,

Manap²,

Kasim³

et al. 2023

IJARAFMS

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The challenges faced by the language learners of Universiti Teknologi MARA (UiTM) in synchronous learning platform are much discussed and researched by the academics. In particular, this study investigates a research instrument or tool that is used to describe the online learning engagement issues faced by the students. This Student Learning and Satisfaction in Online Learning Environments (SLS-OLE) survey was distributed to 150 students of UiTM to analyse and measure the relationships among the variables using exploratory factor analysis (Structural Equation Model approach). The variables are course organization/structure, learner interaction, student engagement, instructor presence, student satisfaction, and perceived learning. The respondents involved were undergraduates who went through Online Distance Learning (ODL) during the Movement Control Order due to COVID 19 pandemic. The findings of this study discovered that certain items and sections of the survey like "I learned less in the course than I anticipated" under Perceived Learning may not be relevant to UiTM students. Therefore, these findings allow the researchers to verify and improve the survey to gather more accurate data that represents the issues of online learning engagement in ODL synchronous learning of UiTM.

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Section: Student Learning and Satisfaction In Online Learning Environ...mentioning

confidence: 99%

Developing a Measuring Tool for Learners’ Satisfaction in Synchronous Learning Environments

Ramli¹,

Manap²,

Kasim³

et al. 2023

IJARAFMS

View full text Add to dashboard Cite

show abstract

“…Online learning must have a platform for student-student and teacher-student communication. Here, the teacher must play the main role in establishing communication between student-student and teacher-student (Lagat and Concepcion, 2022).…”

Section: Social Supportmentioning

confidence: 99%

Motivation to Learn Online: The Case For Social Support

Yusop¹,

Rosnan²,

Ismail³

et al. 2022

IJARBSS

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This study discusses the motivation of students to learn online in public universities in Malaysia. Internet access has made online learning possible and enhanced the learning process from the physical classroom extended to the virtual classroom. Moreover, integrating Information, Communication, and Technology (ICT) is extremely beneficial to both teachers and students because it can support the teaching and learning process in the virtual classroom. With the acceleration of technology in education, students and teachers must be highly motivated to grasp the sufficient skills to use technology to convey knowledge. Hence, this quantitative survey is conducted to examine the influence of social support, expectancy, and value in raising the motivation to learn online among students. The second objective is to investigate the relationship between the said variables. The instrument's questions were adopted from a previous study conducted by Fowler (2018) and a total of 102 responses from students of public higher education were collected. There are four sections with related questions to measure the three factors under study. In general, the result revealed that social support, expectancy, and value do influence the motivation to learn online and the existence of a positive relationship between the variables also observed. Therefore, this research concludes, to be motivated to learn online, one must have social support, expectancy, and value.

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“…In educational settings, many studies indicate the related factors that affect the effectiveness of the training programs, including course contents, course structure, learner interaction, instructor support, and mentoring (Gray & Diloreto, 2016;Lagat & Concepcion, 2022;Xie & Ke, 2011). Of this, peer interaction is considered a vital indicator that positively associates with learning effectiveness (Diep et al, 2016;Green & Cifuentes, 2011;Lagat & Concepcion, 2022). When it comes to leadership development addressed to academic leaders, particularly in the present study's context, the training design is uniquely different.…”

Section: Peer Interaction and Perceived Effectiveness Of Leadership D...mentioning

confidence: 99%

Perceived effectiveness of academic leadership development training: The contribution of motivational factors and peer interaction

Dinh

Zhu

Çalışkan

2022

Research in Educational Administration and Leadership

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Due to the radical changes and complexities within academic institutions, leadership development addressed to academic leaders in the digital age has become more critical. In the available literature, the outcome assessment of leadership development and its related factors have not been evaluated rigorously. The current study investigated the contribution of peer interaction and two subscales of motivation to the effectiveness of the leadership development programs perceived by training participants in a diverse context. Of 101 participants, the majority of training workshop attendees were junior and middle-level leaders from both European universities and Chinese universities who participated in the leadership development programs organized under an EU project. PLS-SEM was exploited to validate the measurement model and test the hypotheses. The results showed that self-growth and peer interaction significantly contribute to perceived effectiveness, whereas networking motivator shows nonsignificant impact. The findings also illustrated that the two motivation patterns have significant effects on interaction quality. The mediating role of peer interaction on the relationships between the two motivational factors and perceived effectiveness, respectively, were not found in the current study. The findings contributed to identifying the role of different contributors to the effectiveness of the leadership development program in HE contexts and the potential of such a program to enhance knowledge and capacities of academic leaders regarding university governance and leadership.

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Students' Social Interaction, Collaborative Learning, and Perceived Learning in an Online Learning Environment

Cited by 5 publications

References 18 publications

Developing a Measuring Tool for Learners’ Satisfaction in Synchronous Learning Environments

Developing a Measuring Tool for Learners’ Satisfaction in Synchronous Learning Environments

Motivation to Learn Online: The Case For Social Support

Perceived effectiveness of academic leadership development training: The contribution of motivational factors and peer interaction

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