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ID 36773
file
creator
Nistor, Nicolae
Schworm, Silke
subject
Generative online learning communities
technology-based conceptual artefacts
technology acceptance
social presence
perceptions of peer participation
NDC
Education
abstract
Generative online learning communities (GOLC) rely on the generation and use of technology-based conceptual artefacts. Consequently, artefact acceptance and use is a design goal of learning environments. In spite of intensive acceptance research, little is known about designing for acceptance, which outlines a significant research gap. This paper proposes that social presence, i.e., the sensorial, emotional or cognitive perception of peer participation in the GOLC, stimulates the acceptance and use of the contained conceptual artefacts. Correspondingly, two empirical studies are summarized. The former study examines the acceptance of an annotation tool for satellite images. Social presence is induced by the minimal group paradigm, suggesting individual participants that they are involved by the annotation task either in software development (control group) or in a humanitarian action (treatment group). The treatment group perceived stronger group salience and evaluative social identity, along with a higher acceptance of the annotation task. The latter study examines the relationship between the perception of peer participation and individual writing activity in the discussion forums of a learning environment for clinical psychology. Learners’ acceptance and their contributing behavior were correlated with the number of built-in comments. Moreover, the perception of peer participation was a stronger acceptance predictor than learners’ previous knowledge. Both studies represent generative activity in online learning communities and induce social presence by design elements. In both cases, induced social presence increased the acceptance and use of the provided technology-based conceptual artefacts. Additional research is called for to extend the validity of the presented studies.
journal title
Journal of Learning Science
issue
Issue 8
start page
151
end page
158
date of issued
2015-03-16
publisher
広島大学大学院教育学研究科学習開発学講座
issn
1883-8200
ncid
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
rights
Copyright (c) 2015 広島大学大学院教育学研究科学習開発学講座
department
Graduate School of Education
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