Adult Learners' Social Connectedness and Online Participation: The Importance of Online Interaction Quality

Autor/inn/en	Diep, Anh Nguyet; Zhu, Chang; Cocquyt, Celine; De Greef, Maurice; Vanwing, Tom
Titel	Adult Learners' Social Connectedness and Online Participation: The Importance of Online Interaction Quality
Quelle	In: Studies in Continuing Education, 41 (2019) 3, S.326-346 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diep, Anh Nguyet) ORCID (Zhu, Chang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2018.1518899
Schlagwörter	Adult Students; Student Participation; Foreign Countries; Blended Learning; Computer Mediated Communication; Peer Relationship; Learning Motivation; Teacher Education; Secondary Education; Social Networks; Sense of Community; Cooperative Learning; Discussion Groups; Electronic Learning; Belgium + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Computerkonferenz; Peer-Beziehungen; Motivation for studies; Lernmotivation; Lehrerausbildung; Lehrerbildung; Sekundarbereich; Social network; Soziales Netzwerk; Kooperatives Lernen; Belgien
Abstract	Online interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners' online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N = 170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners' perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01