首页>
美国卫生研究院文献>Behavioral Sciences
>Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement
【2h】
Social Interaction and Online Learning Efficiency for Middle School Students: The Mediating Role of Social Presence and Learning Engagement
(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; Mage = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner–instructor and learner–learner interactions and learning efficiency. Specifically, while the indirect effect of learner–instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [−0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner–learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner–learner and learner–instructor interactions on online learning efficiency was found to be unequal.
展开▼
机译：（1） 学习效率被认为是在线教育的最终目标，因为它与在线教育的质量和学生的认知发展有关，并受到社交互动的影响。本研究探讨了社交存在和学习参与在社交互动与在线学习效率之间关系中的中介作用，解决了先前研究中尚未确定潜在机制的差距。（2） 来自三所中学的学生 （N = 344;法师 = 13.61;56.68% 的女性）完成了有关社交互动、社交存在、学习参与度和学习效率的自我报告问卷。（3） 研究结果揭示了社交存在和学习参与在学习者 - 教师和学习者 - 学习者互动与学习效率之间的关系中的显著序列中介效应。具体来说，虽然仅通过社交存在进行学习者与教师互动的间接影响（间接效应 = 0.08,95% CI = [−0.00,0.17]）并不显著，但通过学习参与的途径（间接效应 = 0.18,95% CI = [0.11， 0.26]）以及通过社交存在和学习参与的联合中介（间接效应 = 0.06,95% CI = [0.03， 0.09]）具有统计学意义。同样，对于学习者与学习者的互动，通过社交存在（间接效应 = 0.09,0.17）和学习参与度（间接效应 = 0.17,95% CI = [0.11,0.24]），通过两个介质的连续中介也显著（间接效应 = 0.07,95% CI = [0.04,0.11]）。（4） 社会存在和学习参与在社交互动与在线学习效率之间的联系中起着至关重要的中介作用，发现学习者 - 学习者和学习者 - 教师互动对在线学习效率的预测效能是不平等的。
展开▼
