Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits

Autor/inn/en	Diep, Nguyet A.; Cocquyt, Celine; Zhu, Chang; Vanwing, Tom
Titel	Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 16 (2017) 2, S.71-78 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Social Cognition; Social Capital; Adult Learning; Interaction; Blended Learning; Educational Benefits; Electronic Learning; Interpersonal Relationship; Trust (Psychology); Group Unity; Questionnaires; Factor Analysis; Path Analysis; Sense of Community; Altruism; Adult Education; Foreign Countries; Statistical Analysis; Least Squares Statistics; Belgium + Suchen Sie Ihr Suchwort? Soziale Kognition; Sozialkapital; Adulte education; Adult training; Erwachsenenbildung; Interaktion; Bildungsertrag; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppenidentität; Fragebogen; Faktorenanalyse; Pfadanalyse; Altruistic behavior; Altruismus; Adult; Adults; Education; Adult basic education; Ausland; Statistische Analyse; Belgien
Abstract	The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate how the SCT and social capital, which are mostly used in predicting online interaction quality in virtual settings, are applicable in an academic setting. More specifically, we investigate the relationship between trust, norms of reciprocity, sense of belonging, altruism, perceived learning benefits and learners' perception of online interaction quality. Data were collected quantitatively by means of a questionnaire. Confirmatory factor analysis (CFA) and path analysis were employed to validate the instrument and answer the research question respectively. The findings show that only sense of belonging and perceived learning benefits significantly account for a moderate variance in online interaction quality (R[superscript 2] = 0.46). Based on the findings, implications for instructional practice and further research are suggested. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01