Relationships among class climate, students' internal help-seeking inclinations, participation in peer help and achievement in an online class

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-02-02 DOI:10.1111/bjet.13437

Kun Huang, Victor Law, Anita Lee-Post

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引用次数: 0

Abstract

Help seeking has traditionally been studied in face-to-face settings using self-report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer-help analytics as well as self-report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help-seeking inclinations, help-seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help-seeking inclinations, which subsequently affected their help-seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery-oriented climate in order to encourage help seeking and improve academic performance.

Practitioner notes

What is already known about this topic

Help seeking is important for academic success.
Due to a variety of individual and contextual factors, students often do not seek help despite the need.
Existing research on help seeking focuses on the face-to-face setting and relies on self-report measures.
Students' help-seeking inclinations and patterns may differ between in-person classes and the online environment.

What this paper adds

This study examined help seeking in an online class through self-report measures and objective analytics data.
This study modelled the structural relationships among the external climate of an online class, students' internal help-seeking inclinations, engagement in help seeking, participation in peer help and course performance.
Structural equation modelling found that the goal structure of an online class influenced students' internal help-seeking inclinations.
Online students' internal help-seeking inclinations affected their grades through their participation in help seeking.

Implications for practice and/or policy

A mastery-oriented class climate elicits online learners' positive help-seeking inclinations while discouraging negative ones.
The design and teaching of online classes should aim to foster a mastery-oriented climate.
Online classes should offer peer-help opportunities and encourage student participation, which is conducive to academic performance.

查看原文本刊更多论文

网络课堂中班级氛围、学生的内部求助倾向、参与同伴互助和成绩之间的关系

传统上，求助研究都是在面对面的环境中进行的，使用自我报告工具来测量学习者寻求帮助的内在倾向（如感知到的好处和威胁）。关于在线学习中寻求帮助的研究则少得多。此外，外部环境因素（如积极的氛围）也会鼓励求助。本研究利用同伴互助分析法和自我报告测量法，同时对学生感知的班级氛围、内部求助倾向、求助参与度、同伴互助参与度和在线课堂表现之间的结构关系进行了建模。结构方程模型的结果表明，学生感知到的网络课堂目标结构对他们的内部求助倾向有显著影响，而内部求助倾向又会影响他们的求助参与度、同伴互助参与度和学习成绩。网络课堂的教师应特别注意营造以掌握为导向的氛围，以鼓励学生寻求帮助并提高学习成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.