Paper Type
Short
Paper Number
1138
Description
The changing landscape of education and pandemic has led to the widespread adoption of online learning by Higher Educational Institution (HEI). It has also brought increased attention to the psychological perspectives of online learners. This study investigates how the technical factors of online learning platforms and learners’ interactions impact their online earning engagement, with a particular focus on social presence based on Social Cognitive Theory. Data from 277 questionnaires were collected from an HEI in China. The findings suggest that learners’ social presence mediates the relationship between technical factors or interactions and learning engagement. The study further specifies the application of Social Cognitive Theory in the context of online learning to emphasize the importance of learning platform functionalities and information quality in creating an effective learning environment to engage students. It argues that developing a cohesive online learning environment should be recognized as a key mission for the online instructors.
Recommended Citation
Lu, Huijin and Zhang, Tianyu, "A Study on the Influencing Factors of Online Learning Engagement Based on Social Cognitive Theory: Taking the Mediating Role of Social Presence into Consideration" (2024). PACIS 2024 Proceedings. 7.
https://aisel.aisnet.org/pacis2024/track14_educ/track14_educ/7
A Study on the Influencing Factors of Online Learning Engagement Based on Social Cognitive Theory: Taking the Mediating Role of Social Presence into Consideration
The changing landscape of education and pandemic has led to the widespread adoption of online learning by Higher Educational Institution (HEI). It has also brought increased attention to the psychological perspectives of online learners. This study investigates how the technical factors of online learning platforms and learners’ interactions impact their online earning engagement, with a particular focus on social presence based on Social Cognitive Theory. Data from 277 questionnaires were collected from an HEI in China. The findings suggest that learners’ social presence mediates the relationship between technical factors or interactions and learning engagement. The study further specifies the application of Social Cognitive Theory in the context of online learning to emphasize the importance of learning platform functionalities and information quality in creating an effective learning environment to engage students. It argues that developing a cohesive online learning environment should be recognized as a key mission for the online instructors.
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Education