{"title":"归属感预测在线同伴帮助互动中感知到的帮助","authors":"Amos Jeng, Nigel Bosch, Michelle Perry","doi":"10.1016/j.iheduc.2022.100901","DOIUrl":null,"url":null,"abstract":"<div><p>The present study explored how students' sense of belonging and demographic background may predict what one finds helpful in replies to requests for help posted to an online college course discussion forum. We surveyed college students enrolled in an introductory statistics course on their sense of belonging to their course community, as well as how helpful they found 20 examples of replies to requests for help posted to a statistics course discussion forum. We found that students reporting lower belonging to their course community judged help-giving replies to be, on average, less helpful for their learning, when compared to those reporting higher belonging to their course community. Additionally, students reporting lower belonging to their course community had a greater likelihood of mentioning social support as a criterion for effective peer help-giving. These findings point to the importance of exploring how help-giving replies can be structured to attend to the learning needs of students who may feel alienated in classroom environments.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sense of belonging predicts perceived helpfulness in online peer help-giving interactions\",\"authors\":\"Amos Jeng, Nigel Bosch, Michelle Perry\",\"doi\":\"10.1016/j.iheduc.2022.100901\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The present study explored how students' sense of belonging and demographic background may predict what one finds helpful in replies to requests for help posted to an online college course discussion forum. We surveyed college students enrolled in an introductory statistics course on their sense of belonging to their course community, as well as how helpful they found 20 examples of replies to requests for help posted to a statistics course discussion forum. We found that students reporting lower belonging to their course community judged help-giving replies to be, on average, less helpful for their learning, when compared to those reporting higher belonging to their course community. Additionally, students reporting lower belonging to their course community had a greater likelihood of mentioning social support as a criterion for effective peer help-giving. These findings point to the importance of exploring how help-giving replies can be structured to attend to the learning needs of students who may feel alienated in classroom environments.</p></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751622000574\",\"RegionNum\":1,\"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":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751622000574","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Sense of belonging predicts perceived helpfulness in online peer help-giving interactions
The present study explored how students' sense of belonging and demographic background may predict what one finds helpful in replies to requests for help posted to an online college course discussion forum. We surveyed college students enrolled in an introductory statistics course on their sense of belonging to their course community, as well as how helpful they found 20 examples of replies to requests for help posted to a statistics course discussion forum. We found that students reporting lower belonging to their course community judged help-giving replies to be, on average, less helpful for their learning, when compared to those reporting higher belonging to their course community. Additionally, students reporting lower belonging to their course community had a greater likelihood of mentioning social support as a criterion for effective peer help-giving. These findings point to the importance of exploring how help-giving replies can be structured to attend to the learning needs of students who may feel alienated in classroom environments.
期刊介绍：
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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