The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among adult learners in a blended learning program (N=179). In doing so, performance expectancy is captured by perceived learning benefits and online interaction quality by nuanced cognitive measures. The study validates how the SCT and social capital, which are mostly used in virtual settings to predict, online interaction quality, are applicable in an academic setting. More specifically, we investigate the relationship between trust, norms of reciprocity, sense of belonging, altruism, perceived learning benefits and learners’ perception of online interaction quality. Data were collected quantitatively by means of a questionnaire. Confirmatory factor analysis (CFA) and path analysis were employed to validate the instrument and answer the research questions respectively. The findings show that only sense of belonging and perceived learning benefits significantly account for a moderate variance in online interaction quality (R2 = .46). Based on the findings, implications for instructional practice and further research are suggested.
Original languageEnglish
Title of host publicationProceedings of the International Educational Technology Conference
StateAccepted/In press - 2017
EventInternational Educational Technology Conference - Harvard University, Cambridge, United States
Duration: 16 Aug 201718 Aug 2017


ConferenceInternational Educational Technology Conference
Abbreviated titleIETC
CountryUnited States

ID: 32802440