Abstract
AbstractHelp-seeking is an essential self-regulatory and metacognitive skill. In the online learning environment, much of the learning is self-directed and there are generally less opportunities to receive help in real time. The uses of email and discussion boards are the most common method of seeking help in these environments. The current study explored students’ perceptions of the use of live chat technology for online academic help-seeking within higher education, with a focus on comparing online and blended learners’ perspectives. Participants were 246 students who were studying psychology online (n = 91) or in blended learning (n = 155) environments. The live chat technology was well received by both groups, especially for its ability to provide instant, real-time, and convenient help. Live chat was particularly well received by online learners, who were more satisfied, felt more cared about by the teaching team, and would be more likely to recommend it to others than blended learners. Further, online learners reported that live chat gave them better access to staff, and felt that this feature was a good approximation for more traditional face-to-face conversations. As an online, synchronous, private help-seeking tool between student and teacher, these findings provide a strong endorsement for the use of live chat in higher education, particularly for online learners.
Publisher
Springer Science and Business Media LLC
Subject
Computer Science Applications,Education
Reference45 articles.
1. Allen, E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group. https://files.eric.ed.gov/fulltext/ED602449.pdf
2. Amador, P. V., & Amador, J. M. (2017). Academic help seeking: a framework for conceptualizing Facebook use for higher education support. TechTrends, 61(2), 195–202. https://doi.org/10.1007/s11528-016-0135-3
3. Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118–126. https://doi.org/10.1016/j.iheduc.2011.11.006
4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
5. Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
Cited by
29 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献