You are here:

Assessing Social Ability in Online Learning Environments
Article

, , University of Missouri-Columbia, United States ; , National Chung Cheng University, Taiwan

Journal of Interactive Learning Research Volume 17, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Education is a social practice and the ability to interact socially is important to social cognitive learning and social learning. Online education is frequently criticized because it lacks social interaction, a sense of social engagement, and the benefits of learning with others. Social ability with computer-mediated social mechanisms is key to participation and contributions in online learning environments. What is social ability in online education, and can it be measured? The purpose of this study was to explicate and develop an instrument to measure the construct of social ability in online learning. The findings demonstrate construct and predictive validity for a measure of social ability in online learning, indicate that the instrument has power for measuring social ability and underlying factors, and suggests that the instrument may be a valuable tool in technology research for collaborative and networked learning.

Citation

Laffey, J., Lin, G.Y. & Lin, Y. (2006). Assessing Social Ability in Online Learning Environments. Journal of Interactive Learning Research, 17(2), 163-177. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

Keywords

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Purpose, Pedagogy and Philosophy: “Being” an Online Lecturer

    Helen Coker, University of the Highlands and Islands

    The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)

  2. Enhancing motivation in online courses with mobile communication tool support: A comparative study

    Chantorn Chaiprasurt & Vatcharaporn Esichaikul, Asian Institute of Technology

    The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 377–401

  3. Activity Notification: Enhancing the Social Nature of Online Learning

    James Laffey, David Reid, Ran-Young Hong, Krista Galyen, Xiaolin Xie & Douglas Kueker, Univ. of Missouri-Columbia, United States

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 1085–1093

  4. What is the affect of an online orientation course on student satisfaction?

    Mark Kelso, MK Company, United States

    Global TIME 2011 (Feb 22, 2011) pp. 406–419

  5. Exploring the Relationships between Learning Activities and Social Experience in Online Learning Environments

    Xiaolin Xie & Yemin Huang, University of Missouri - Columbia, United States; Sean Goggins, Drexel University, United States; James Laffey, University of Missouri - Columbia, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 2291–2296

  6. Social Ability in Completely Online Groups: A comparison with and without activity awareness tools

    Krista Galyen, University of Missouri-Columbia, United States; Sean Goggins, Drexel University, United States; James Laffey, University of Missouri, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3117–3123

  7. The relationship between learning satisfaction and social ability in completely online learning courses

    Krista Galyen, University of Missouri, United States; I-Chun Tsai, University of Akron, United States; James Laffey, University of Missouri, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1941–1947

  8. Using Activity Theory to Examine Social Interaction of Online Learning

    I-Chun Tsai, University of Akron, Ohio, United States; Krista Galyen, Xiaolin Xie & James Laffey, University of Missouri, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1202–1211

  9. A Context Awareness System for Online Learning: Design Based Research

    James Laffey, University of Missouri-Columbia, United States; Chris Amelung, Yale University, United States; Sean Goggins, University of Missouri-Columbia, United States

    International Journal on E-Learning Vol. 8, No. 3 (July 2009) pp. 313–330

  10. Using Social Context and E-Learner Identity as a Framework for an E-Learning Notification System

    Chris Amelung, University of Missouri-Columbia, USA, United States

    International Journal on E-Learning Vol. 6, No. 4 (October 2007) pp. 501–517

  11. Effects of Cooperation Scripts and Technology on Social Ability

    Guan Yu Lin & James M. Laffey, University of Missouri-Columbia, United States; Kristin A. Buss, The Pennsylvania State University, United States

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1847–1854

  12. Cues and Mechanisms for Improving the Social Nature of Online Learning

    James Laffey, Univ. of Missouri-Columbia, United States; Christopher Amelung, Yale University, United States

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1277–1282

  13. Modeling Online Learning: Social, Technological and Cognitive Influence

    Demei Shen, University of Missouri-Columbia, United States; Pei-Ju Liu, University of missouri-columbia, United States

    EdMedia + Innovate Learning 2006 (June 2006) pp. 2423–2428

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.