Relationship between learning behaviors and social presence in online collaborative learning

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This study examined the factors of learning behaviors in digital-learning-material reader that predict university students' productive participation identified by social presence indicators in online collaborative learning. Data were collected from 76 Frist-year university students, including learning behaviors in digital learning-material readers, and frequency of each social presence indicator classified by coding discussion scripts with automated text classification. The results of the stepwise multiple regression analysis revealed that the learning behavior of drawing red markers, highlighting important content predicts social presence. Furthermore, the study's findings showed that different learning behaviors predict different social presence indicators, which are related to metacognition and critical thinking.

Original languageEnglish
Title of host publication17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
PublisherIADIS Press
Pages83-90
Number of pages8
ISBN (Electronic)9789898704221
Publication statusPublished - 2020
Event17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020 - Lisbon, Virtual, Portugal
Duration: Nov 18 2020Nov 20 2020

Publication series

Name17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020

Conference

Conference17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
CountryPortugal
CityLisbon, Virtual
Period11/18/2011/20/20

All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Education

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