Learner-learner interactions in online classes during Covid-19 pandemic
The mediating role of social media in the higher education context
Bibliographic Data
| ID | 21631456 |
|---|---|
| Authors | Sonica Rautela (0000-0002-2891-3819, Symbiosis Centre for Management Studies-Pune, Symbiosis International (Deemed University), Pune, India, corresponding author), Sarika Sharma (0000-0003-0223-8576, Symbiosis Institute of Computer Studies and Research, Symbiosis International (Deemed University), Pune, India), Shreya Virani (Symbiosis Centre for Management Studies-Pune, Symbiosis International (Deemed University), Pune, India), Shreya Rustum Virani (0000-0001-6931-4348, Symbiosis International University) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 639-654 |
| Publication date | 2024-02-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2022.2093917 |
| OpenAlex | W4284961394 |
| Language | EN |
| Citations received | 6 |
| References cited | 52 |
The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students’ learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students’ learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students’ self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment
Confirmatory factor analysis · Educational technology · Mathematics education · Pedagogy · Social media · Structural equation modeling · World Wide Web · Computer Science · Educational Innovations and Technology · Impact of Technology on Adolescents · Online and Blended Learning · Psychology
Exploring the impact of intelligent learning tools on students’ independent learning abilities
Development and TAM-Based Validation of a User Experience Scale for Actual System Use in Online Courses
Analyzing interaction patterns and content dynamics in an online mathematics discussion board
College Environment and Learning Gains of Chinese Undergraduate Students
Beyond Substitution
A bibliometric analysis of interaction in digital learning over sixteen years
Theoretical Principles of Distance Education
Digital Youth
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice
Social Foundations of Thought and Action
Critical Inquiry in a Text-Based Environment
Self-efficacy
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education
Exploring causal relationships among teaching, cognitive and social presence
Relation of self-efficacy beliefs to academic outcomes
Looking beyond learning
Assessing Teaching Presence in a Computer Conferencing Context
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
Students’ perception and preference for online education in India during Covid -19 pandemic
Linking web-based learning self-efficacy and learning engagement in Moocs
University students' interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of Covid-19 (Sars-CoV-2)
Facilitating goal setting and planning to enhance online self-regulation of learning
Unpacking online learning experiences
Using the Community of Inquiry Framework to Understand Students’ Learning Experience in Online Undergraduate Business Courses
Sense of community in graduate online education
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |