Documents

Online interaction and interactive web-based technologies usage (ICT use) have been associated with positive outcomes, academically and psychologically. In educational settings, a mechanism through which instructional design can foster social connectedness has rarely been examined. The present study investigates the relationship between learners’ online participation, ICT use, and online interaction quality regarding their social connectedness. The interplay between these variables was also analyzed. A questionnaire was developed to collect data with adult learners in Belgium as participants. Multiple regressions and interaction analysis were conducted. The result shows that online participation, ICT use, and online interaction quality significantly predict social connectedness. For learners who have low and average levels of online participation and ICT use, the effect of online interaction quality is stronger whereas for those with high level, the effect of online interaction quality is non-significant. Thus implications for research and instructional design are discussed.
Original languageEnglish
Title of host publicationImagining Diverse Futures for Adult Education: Questions of Power and Resources of Creativity
PublisherESREA - European Society for Research on the Education of Adults
Pages31-32
Number of pages2
StatePublished - Sep 2016
Event8th Triennial Conference European Society for Research on the Education of Adults (ESREA) - Ireland

Conference

Conference8th Triennial Conference European Society for Research on the Education of Adults (ESREA)
CountryIreland
Period8/09/1611/09/16

    Research areas

  • online participation, online interaction quality, ICT use, social connectedness

ID: 25822702