Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-06-18 DOI:10.1080/1475939X.2023.2224347
A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest
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Abstract

ABSTRACT Online learning provides a variety of benefits to the educational experience, including accessibility and flexibility, but is often limited in terms of peer-to-peer interactions and relationship development. Using media richness theory as a guiding framework, this study extended prior research to determine the impact of using richer channels in a fast-friendship task on feelings of co-presence and social connection among undergraduate students in online courses. Participants (N = 106) were assigned to one of three conditions (text, phone or video) for the fast-friendship task, which took place over the course of nine weeks. The results revealed that there was no indirect effect of channel richness on social connection through co-presence. Additionally, the direct effects of channel richness on co-presence and co-presence on social connection were not significant. These null findings have theoretical and practical implications for understanding media richness in online learning and improving course design among contemporary college students.
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促进在线课程中的同伴联系:探索媒体丰富性对在场和社会联系的影响
在线学习为教育体验提供了多种好处,包括可访问性和灵活性,但在点对点互动和关系发展方面往往受到限制。本研究以媒介丰富性理论为指导框架,扩展了前人的研究,以确定在快速友谊任务中使用更丰富的渠道对大学生在线课程共同在场感和社会联系感的影响。参与者(N = 106)被分配到三种条件中的一种(短信、电话或视频)来完成快速友谊任务,该任务持续了九周。结果表明,渠道丰富度对共同在场的社会联系没有间接影响。此外,渠道丰富度对共同在场和共同在场对社会联系的直接影响不显著。本研究结果对理解当代大学生网络学习中的媒介丰富性、改进课程设计具有理论和实践意义。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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