Learner-learner Interaction Research Articles

Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement.

(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.

Understanding college students’ test anxiety in asynchronous online courses: the mediating role of emotional engagement

While test anxiety is a problem in asynchronous online courses, few studies have systematically investigated learning factors influencing test anxiety in asynchronous online courses. Additionally, emotional engagement has been identified as a mediator between learning factors and test anxiety. Therefore, this study clarified the mediating role of emotional engagement between learning factors (i.e., self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease-of-use, and perceived usefulness) and test anxiety in college-level asynchronous online courses. Overall, 316 college students participated in this study. Structural equation modeling analysis examined the relationships between learning factors and test anxiety. Self-efficacy, instructor-learner interaction, and perceived ease of use had direct and significant negative influences on test anxiety. Self-efficacy, instructor-learner interaction, learner-learner interaction and perceived usefulness had indirect negative effects on test anxiety mediated by emotional engagement. The current findings indicated that instructors should consider self-efficacy, instructor-learner interaction, learner-learner interaction, perceived ease of use, and perceived usefulness when designing and conducting asynchronous online courses to reduce college students’ test anxiety.

Design of Moodle-based collaborative learning activities to enhance student interactions

PurposeThis article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.Design/methodology/approachThe educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.FindingsResults indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.Research limitations/implicationsThe study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.Practical implicationsThe study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.Originality/valueThe findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.

Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large e-Flipped Accounting Classroom

This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.

Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions

Perceptions of psychological safety in healthcare professionals’ online learner-learner interactions

Building belonging in online classrooms: relationships at the core

ABSTRACT Understanding students' sense of belonging in Higher Education is crucial for designing courses that improve retention, learning, and wellbeing outcomes. With the rise of online learning, educators face new challenges in fostering belonging in virtual environments. This study delves into the experiences of twenty postgraduate students in online learning settings. Through surveys, focus groups, and interviews, participants shared insights about their online learning experiences, their feelings of isolation or inclusion, and the aspects of online learning that helped keep them engaged. The findings reveal a complex cross-hatching among the themes of learner-instructor interaction, learner-learner interaction, and learner-content interaction, with the subject architecture and pedagogy enabling meaningful relational connections with both peers and instructors resulting in enhanced sense of belonging. By examining how online strategies and environments can be used to support students’ connections, we demonstrate how universities could reduce student attrition, enhance student wellbeing, and improve student achievement.

Online interaction in public speaking course: Implementation and challenges of MOOC in students exchange program

Three types of online interaction: Learner-Instructor; Learner-Learner; and Learner-Content, were facilitated profoundly during the public speaking class in the massive open online course using the SPADA-DIKTI learning management system. This paper explores in-depth how the online interactions occurred, the challenges, and the students' responses toward the program. The classroom setting was done fully online during one semester that consisted of 16 meetings and was participated by 40 university students throughout Indonesia. The learner-content is the most dominant interaction since the course was conducted fully online and learners completed several assignments based on the timeline. There were enough portions for learner-instructor interaction via the conference meeting class and social media group chat that allowed students to consult with the instructor directly. Although there were peer activities related to assignments and assessments, learner-learner interaction is the least happening since it can only be controlled during online synchronous meetings. Despite the students' enthusiasm for joining the course, the course objectives were not completely achieved. Only 50 % of the students passed the course and managed to complete the course learning activities. Some issues related to the workload of assignments, student motivation, and autonomous learning attitude in online courses have become problems.

중등 화학 예비 교사를 대상으로 한 원격 제어 ‘산-염기 적정’ 실험 활동의 개발과 효과 탐색

Objectives This study aims to develop experimental activities using remote-control technology and apply them to prospective middle school chemistry teachers to explore the potential of the developed 'acid-base titration' chemistry inquiry experiment as a new experimental method.
 Methods The participants, consisting of 20 prospective teachers majoring in chemistry education from a university in the central region, engaged in a 4-session experiment where they remotely operated equipment, observed chemical experiment situations, and collected real-time data. Subsequently, based on their remote-controlled experiment experiences, surveys and semi-structured interviews were conducted to assess participants' experiences related to inquiry, alleviation of isolation, and a sense of realism in online settings.
 Results Remote-controlled experiments were divided into 'remote control of equipment' and 'remote control of data processing.'Remote control of equipment' involved sending signals to experimental devices through Blynk, wirelessly transmitting these signals to operate laboratory equipment. 'Remote control of data processing' allowed participants to use remote control functions to store and process experimental data in an Excel file. The developed remote-controlled inquiry experiment program in this study (1) provided prospective middle school chemistry teachers with experiences of basic inquiry functions such as observation and measurement, as well as integrated inquiry functions such as data interpretation and conclusion derivation, even in online experimental situations; (2) confirmed real-time learner-centered interactions, including learner-learner interactions and learner-content/ interface interactions; and (3) demonstrated a high level of presence in terms of teaching, cognitive, and affective realism.
 Conclusions Despite being a remote-based experiment class, it was evident that providing prospective teachers with opportunities for experiences and interactions in scientific inquiry activities could alleviate isolation and enhance a sense of realism. This study is expected to offer insights into designing and implementing the entire process of inquiry teaching in an online context.

ВЕБ-ОРІЄНТОВАНЕ НАВЧАННЯ ТА УСПІШНІСТЬ СТУДЕНТІВ У НАЦІОНАЛЬНОМУ ВІДКРИТОМУ УНІВЕРСИТЕТІ НІГЕРІЇ

The study examined the impact of Web based learning structures (Moodle, Blackboard, Online Library, Online Course Module/Study Guide, Internet Learning for coach student and Student - Student Connection and Times of Access of Internet Learning Applications) on students' scholarly accomplishment at the National Open University of Nigeria. The descriptive survey research design was used with a population of 100 to 400 students and a sample size of 150 students from the National Open University of Nigeria's schools of law, arts and social science, business and human resources, education, science and technology, and center for continuing education. A questionnaire with 53 questions titled: Experts validated the Online Learning and Learners' Academic Achievement in National Open University of Nigeria Scale (OLLAAS), and Cronbach's alpha yielded a reliability coefficient of 0.76. To test the hypotheses at the 0.05 level of significance, data were analyzed using Multiple Regressions and the Pearson Product Moment Correlation Coefficient. The discoveries of the review uncovered that the Internet learning structures (Moodle, Blackboard, Online Library, Online Course Module/Study Guide, Web based Learning for mentor student and Student - Student Connection and Times of Access of Web based Learning Applications) essentially impacted students' scholarly accomplishment (F (6, 143) = 24.907; R2 = 0.511), and mutually represented 49.1% of its difference. Moodle (r =.206, P0.001), Blackboard (r =.417, P0.001), the Online Library (r =.594, P0.001), the Online Course Module/Study Guide (r =.395, P0.001), online learning for tutor-learner and learner-learner interaction (r =.442, P0.001), and periods of access to online learning applications (r =.625, P0.001) all had positive correlations with students. In light of the discoveries, it was suggested that administration ought to put more in training of this season of computerized age through satisfactory financing to empower schools obtain and introduce ICT foundation. The government and all relevant stakeholders ought to address the problem of incessant power outages. Mechanical gadgets ought to likewise be made accessible to students at sponsored rates to empower everybody partake in remote learning. Web based learning meetings ought to be planned with significant and profoundly captivating and intelligent learning exercises to lessen fatigue among detached students during learning.

Factors contributing to online learning satisfaction during Covid-19 pandemic in higher education in Indonesia

To prevent the transmission of COVID-19, the learning process that used to be face-to-face meetings has turned into online learning. In the online learning context, students’ satisfaction is one of the crucial aspects. However, limited research has looked at the factors contributing to students’ satisfaction in developing countries, including Indonesia. This study investigated the determinants of online learning satisfaction among undergraduate students in Indonesia during the pandemic COVID-19. A total of 267 students aged 17-28 years old (M=20.07, SD=1.40) were participated in this study through accidental sampling technique. This study applied a quantitative approach with six instruments: online learning satisfaction, online learning readiness, academic stress, learner-content interaction, learner-learner interaction, and learner-instructor interaction. Multiple regression analysis showed that only online learning readiness and learner-content interaction were contributed significantly to online learning satisfaction (R2 = .36, F (2,262) = 36.80, p .001). Furthermore, learner-content interaction had a more considerable contribution (b=1.41, p.001) to online learning satisfaction than online learning readiness (b=.15, p=.03). The theoretical and practical implications of this study are discussed.

The Analyst of Interactive Lecturing Approach to Enhance the Students’ Learning Motivation in Higher Education Institutions

Lectures can range from being fully focused on the teacher to valuing learner-teacher and learner-learner interaction. Advocates of the completely didactic (teacher-cantered) lecture want to maximize the amount of lecture time available for material delivery, viewing other activities as 'lost' lecture time. However, educational research has found the potential benefit of interactivity in promoting cognitively active learning and better learning outcomes. This study aim is to find out the interactive lecture approach to drive of students learning motivation in higher education. The research was the qualitative research approach. The data was found from library research. The results are the strategies for interactive lecturing consist of encourage active participation, utilize multimedia and advanced technology Encourage teamwork and peer learning, give practical illustrations and applications, provide formative evaluations, develop a conducive learning environment, individualize educational experiences, Provide clear objectives and outcomes in learning process.

The Factors That Influence Student Satisfaction During Online Learning on The Subject of Culinary in the Bachelor of Applied Culinary Program of UNY

This study aims to determine: (1) the factors that influence student satisfaction during online learning on the subject of culinary in the Bachelor of Applied Culinary Program of UNY, (2) the factors that dominate student satisfaction during online learning on the subject of culinary in the Bachelor of Applied Culinary Program of UNY, (3) the factors of student dissatisfaction during online learning on the subject of culinary in the Bachelor of Applied Culinary Program of UNY. The type of research is quantitative with a survey method. The research was carried out in March-August 2022 with the subject being students of Bachelor of Applied Culinary Programs at UNY Wates & Gunung Kidul Campus. Total population 189 people. The sampling technique used was the purposive sampling method. The data collection technique used a questionnaire and the data analysis technique used was descriptive quantitative. The results of the study show that: (1) the factors that influence student satisfaction during online learning are good e-teaching, good e-resources, assessment, learning content, perceived flexibility, perceived usefulness, learner-learner interactions, learner-instructor interactions, self-regulated learning; (2) The most dominant factor influencing student satisfaction during online learning is assessment; (3) the factors that became a source of student dissatisfaction during online learning were not found.

Translanguaging practices and metalinguistic reflection during negotiation of meaning in tandem virtual exchanges

Earlier studies exploring translanguaging in virtual exchanges (Walker, 2018; Zheng et al., 2017) have mainly focused on identifying translanguaging in written chats to analyze discursive aspects and feedback processes. However, tandem virtual exchanges provide the possibility of analyzing the negotiation of meaning of linguistic aspects from the perspective of plurilingual practices, such as translanguaging, which have not yet been investigated in these contexts. The present study examines the role that the linguistic repertoires of the learners play in learner-learner interactions in tandem virtual exchanges between college-students at a Canadian and a Spanish university. Eighteen learners interacted online while carrying out oral collaborative tasks where they negotiated and co-created meaning in their respective target languages. In these interactions, the entire linguistic repertoires of the learners scaffolded the conversations and contributed to mutual understanding. Translanguaging practices occurred mostly in inquiries and explanations about linguistic aspects where metalinguistic reflection played an important role.

Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional patterns that emerge during negotiation of meaning episodes which have been deemed beneficial for L2 development, particularly those which offer opportunities for modified output to occur (Gurzynski-Weiss & Baralt, 2015; Long, 1996; Pica, 1994; Schmidt, 1990). The results highlight the role that metalinguistic information plays in scaffolding the process of negotiation of meaning and emphasize the benefits of e-tandem exchanges where learners alternate between the roles of expert and learner, depending on the language used during each language-related episode.

Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students.

With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS on learning in elementary students, and whether learner-learner interaction moderated students' attention allocation, learning performance (i.e., retention and transfer), learning efficiency, and metacognition. The study used a one-way between-subjects design, with 86 participants assigned randomly to one of three groups: learning alone group, merely co-viewing group, or co-viewing with interaction group. Kruskal-Wallis H tests showed that students in the co-viewing with interaction group allocated more attention to their co-viewer and less to the LVS. However, ANOVA results indicated that they had the best learning performance and metacognition, and demonstrated the highest learning efficiency. Meanwhile, those co-viewing without interaction did not show significantly positive effects compared to those learning alone. The results of informal interviews were largely consistent with the above findings. The findings of the present study suggest the benefits of co-viewing with interaction, providing practical implications for the social context of learning from LVS for elementary students in particular.

Satisfaction and perceived impact of virtual learning during COVID-19 lockdown: A case study of an online nursing research conference.

This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. A descriptive cross-sectional survey. 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. Most of the respondents perceived the programme as highly impactful. All three domains: learner-content interaction (p = 0.020), learner-instructor interaction (p = 0.000) and learner-learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face-to-face method.

A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning

Online education is gradually becoming an important way for teachers and students to teach and learn on a regular basis in the post-pandemic era. Student satisfaction is a key indicator to assess students’ online learning experience and is influenced by the interaction in online classes. However, studies exploring the similarities and differences in relationship between interaction and satisfaction across educational levels received less attention. Based on the cognitive-affective theory of learning with media (CATLM) framework, this study aimed to explore the mechanisms by which interaction in online education affects satisfaction by comparing differences in models across groups. This study investigated 454 high school and 461 college students who participated in online classes by questionnaire. Structural equation modeling revealed that enjoyment and boredom mediated the effect of learner-content interaction on satisfaction in both groups. Only in high school students did self-regulated learning mediate the effect of all types of interactions on satisfaction. In college students, enjoyment and boredom were found to mediate the effects of learner-learner interactions on satisfaction. This study provides empirical support for the dynamic mechanisms by which interaction affects satisfaction in an online learning context and also provides targeted suggestions for tailoring online instruction to student group characteristics based on cross-group comparative results.

The Effect of Professor-Learner and Learner-Learner Interaction on Learning Satisfaction in Online Synchronous Learning of University Students

The Effect of Professor-Learner and Learner-Learner Interaction on Learning Satisfaction in Online Synchronous Learning of University Students

Improve Interactivity in Online Learning: Take Nearpod as an Example

Online learning is gradually taking the place of traditional teaching and training on some occasions, and how effective interaction can be ensured in an online learning environment through pedagogical design without face-to-face communication has become a topic that is expected to be studied. The importance of interactivity in learning is admitted but there is not adequate emphasis academically and pedagogically. Therefore, this research is based on the discussion of the definition, the technological tools, and the effects of online interactive learning to propose suggestions for optimizing the implementation of this learning mode. Learners' interaction with peers and learning materials are two forms of interaction that are studied in this article. These two kinds of interaction can contribute to effective peer communication, the development of critical thinking, and the support for individualized learning. To improve effectiveness, many factors of collaborative learning, multiple forms of pedagogical feedback, and the encouragement of learners’ manipulation of information should be considered in learner-learner interaction. Concerning learner-content interaction, the instructor should carefully arrange learning materials and design materials for individualized learning. Therefore, an interactive online lesson is designed by using functions in Nearpod, which is a convergence of interactive tools.

Potential of Utilising Shared Linguistic Repertoire for Facilitating Interactions in EFL Classrooms

Inclusion of linguistic repertoire in the English language classroom has been an issue of ongoing debate among ELT scholars. While some believe in the effectiveness of English-only (monolingual) pedagogy, others view linguistic repertoire as resource that can benefit English language learning. Following a bi/multilingual approach to ELT, this paper reports findings of a qualitative study investigating four Indonesian English-as-a-foreign-language (EFL) teachers’ beliefs and practices, focusing on (1) how the teachers used shared linguistic repertoire during English language instruction and (2) how their uses of shared linguistic repertoire facilitated classroom interactions. Data sources included interviews, classroom observations, and documents. The findings demonstrate that uses of shared linguistic repertoire facilitated both teacher-learner and learner-learner interactions, serving a range of pedagogical functions. This paper concludes by providing implications for teacher education and suggesting areas for future research.