Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

Yu-mi, Yi; Moon, Rosemary Hyejin

doi:10.3390/su13158203

Cited by 3 publications

(3 citation statements)

References 56 publications

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“…Specifically, self-efficacy directly increased SP and led to improved performance (Yin and Yuan, 2021). Furthermore, technology readiness also affected SP, which in turn influenced course satisfaction (Yi and Moon, 2021). Additionally, interest directly affected SP, and indirectly affected satisfaction through SP (Pellas and Kazanidis, 2014).…”

Section: Resultsmentioning

confidence: 99%

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

Huang,

Ruiz-Segura,

Tan

et al. 2023

ILS

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Purpose Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades. Design/methodology/approach Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes. Findings The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments. Originality/value This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

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Section: Resultsmentioning

confidence: 99%

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

Huang,

Ruiz-Segura,

Tan

et al. 2023

ILS

View full text Add to dashboard Cite

show abstract

“…The covid-19 pandemic has caused a shift from a universal face-to-face education system based on physical classrooms to a system involving online videos and virtual meeting platforms (Ali, 2021;Lockee, 2021). Virtual classrooms were adopted due to the covid-19 pandemic and the use of virtual meeting platforms that enabled virtual classes brought into focus the advantages of this system especially for those who travel long distances to work or school (Morice et al, 2020;Yi & Moon, 2021). Student activities in virtual learning determine the success of learning.…”

Section: Discussionmentioning

confidence: 99%

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

Adrias,

Fitria,

Ladiva

et al. 2023

International j.of Elementary Education

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The Covid 19 pandemic in Indonesia has disrupted the learning process in educational institutions. The impact of this disruption is acceleration in the integration of digital systems in learning, then it creates some problems in network-based learning such as internet connection problems, student participation, and the adaptability of lecturers and students. After the pandemic, network-based or digital learning has become a demand for lecturers and students. This study aimed to analyzed student’s abilities and readiness to participate in digital-based learning after the Covid-19 pandemic. The method of this research is a descriptive research method with data collection techniques in the form of questionnaires and written interviews through online meetings. The sample of this research was 414 students of Elementary School Teacher Education Study Program. The data analysis technique of this research is data reduction, data display and verification. The results of this study indicate that students use Information Technology devices in network-based learning at the capable level, and students’ readiness for digital-based learning after the Covid-19 pandemic is at the ready level. The intensity of students accessing digital teaching materials is very high, but only 5.56% of students have very complete teaching material documents. Student readiness in the aspect of participation in virtual meetings is at the ready level. As many as 53.86% of students consider lectures to be more effective face-to-face (offline). Internet connection quality is an obstacle for students in participating digital-based learning.

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“…There was strong evidence that the system would be effective in the present COVID-19 epidemic, and that students would prefer to use the online platform than risk infection, giving the variable importance. In the interests of safety, this also applies to students in many nations who use e-learning as a replacement for conventional learning (Yi & Moon, 2021). Malaysia's Ministry of Health Malaysia does suggest companies implement work from home to ensure the health and the safety of employees.…”

Section: Discussionmentioning

confidence: 99%

Hi, Let's Meet Online! A Study of Virtual Meeting Platforms During the Pandemic

Lim

et al. 2022

APJME

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Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

Cited by 3 publications

References 56 publications

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning?

The Ability and Readiness of Prospective Elementary School Teachers in Facing Digital-Based Learning Era

Hi, Let's Meet Online! A Study of Virtual Meeting Platforms During the Pandemic

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