A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest
{"title":"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","authors":"A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest","doi":"10.1080/1475939X.2023.2224347","DOIUrl":null,"url":null,"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.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection\",\"authors\":\"A. Denes, Rory McGloin, Emily K. Hamlin, Annika C. Speer, Amanda Coletti, C. Guest\",\"doi\":\"10.1080/1475939X.2023.2224347\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":46992,\"journal\":{\"name\":\"Technology Pedagogy and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2023-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Technology Pedagogy and Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1475939X.2023.2224347\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2023.2224347","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Promoting peer connection in online courses: exploring the effect of media richness on presence and social connection
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.