Generative online learning communities : The effect of peer participation perception on the acceptance and use of conceptual artefacts

Abstract

Generative online learning communities (GOLC) rely on the generation and use of technologybased conceptual artefacts. Consequently, artefact acceptance and use is a design goal of learning environments. In spite of intensive acceptance research, little is known about designing for acceptance, which outlines a signifi cant research gap. This paper proposes that social presence, i.e., the sensorial, emotional or cognitive perception of peer participation in the GOLC, stimulates the acceptance and use of the contained conceptual artefacts. Correspondingly, two empirical studies are summarized. The former study examines the acceptance of an annotation tool for satellite images. Social presence is induced by the minimal group paradigm, suggesting individual participants that they are involved by the annotation task either in software development (control group) or in a humanitarian action (treatment group). The treatment group perceived stronger group salience and evaluative social identity, along with a higher acceptance of the annotation task. The latter study examines the relationship between the perception of peer participation and individual writing activity in the discussion forums of a learning environment for clinical psychology. Learners’ acceptance and their contributing behavior were correlated with the number of built-in comments. Moreover, the perception of peer participation was a stronger acceptance predictor than learners’ previous knowledge. Both studies represent generative activity in online learning communities and induce social presence by design elements. In both cases, induced social presence increased the acceptance and use of the provided technology-based conceptual artefacts. Additional research is called for to extend the validity of the presented studies.