Abstract
Help-seeking occurs when learners realize a gap in their learning, and they seek assistance to bridge the existing gap. Traditionally, they engage in conversations with instructors or peers for constructive advice in both face-to-face settings and online learning environments. The advent of technologies has greatly diversified learners’ help-seeking options. Studies on help-seeking focus predominantly on the correlational relationship between learners’ demographics like gender, major, characteristics, motivational beliefs, mastery or performance goals, and their help-seeking behavior without enough attention to learners’ online help-seeking pattern (Cheng et al., 2013, Tanaka, 2002). Research on help-seeking strategies can support students in a variety of formal and informal learning environments and their psychological decision-making.
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