Article ID Journal Published Year Pages File Type
351561 Computers in Human Behavior 2012 6 Pages PDF
Abstract

Online platforms are frequently used as an alternative environment for individuals to meet and engage in a variety of activities, like attending courses online. We examined the effect of adding social presence cues in online video lectures and technological efficacy on college students’ perceived learning, class social presence, and perception that the videos aided learning. Participants rated their technological efficacy and completed an online class with video lectures that either included the video (image) of the instructor or not. The interaction between technological efficacy and video manipulation predicted lower ratings of perceived learning, social presence, and video usefulness, particularly for students with lower technological efficacy. A mediated-moderation analysis showed that, the interaction between person (efficacy) and media (instructor image in video vs. no image) predicted greater perceived learning through the mediators of perceived usefulness of videos, class interactivity, and felt comfort in the class.

► We examine video lectures and learning in an online college class. ► Increased presence cues reduce perceived learning for low tech-efficacy students. ► Perceived social presence predicts greater learning in online courses. ► Social presence mediates relation between person/website interaction and learning.

Related Topics
Physical Sciences and Engineering Computer Science Computer Science Applications
Authors
, , ,