Relationship between learning behaviors and social presence in online collaborative learning

研究成果: Chapter in Book/Report/Conference proceedingConference contribution

抄録

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.

本文言語英語
ホスト出版物のタイトル17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
出版社IADIS Press
ページ83-90
ページ数8
ISBN(電子版)9789898704221
出版ステータス出版済み - 2020
イベント17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020 - Lisbon, Virtual, ポルトガル
継続期間: 11 18 202011 20 2020

出版物シリーズ

名前17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020

会議

会議17th International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2020
国/地域ポルトガル
CityLisbon, Virtual
Period11/18/2011/20/20

All Science Journal Classification (ASJC) codes

  • 人工知能
  • 教育

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