Encouraging people to embrace feedback-seeking in online learning : An investigation of informational and relational drivers
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
Author(s)
Related Research Unit(s)
Detail(s)
| Original language | English |
|---|---|
| Pages (from-to) | 749-771 |
| Journal / Publication | Internet Research |
| Volume | 29 |
| Issue number | 4 |
| Online published | 5 Aug 2019 |
| Publication status | Published - 2019 |
Link(s)
Abstract
Purpose - The purpose of this paper is to examine the impacts of perceived informational value and perceived relational value on feedback-seeking intention in online communities of inquiry (OCoIs). To develop an integrated theoretical framework, the antecedents of perceived informational value and perceived relational value are also investigated.
Design/methodology/approach - This study builds on the relational communication theory (RCT) and the social psychology perspective to develop an integrated research model regarding feedback-seeking. Hypotheses were empirically tested using data collected from 262 subjects who are members of OCoIs.
Findings - The results indicate that feedback-seeking intention is positively affected by perceived informational and relational value of feedback-seeking. Furthermore, perceived informational value partially mediates the effects of feedback-seeking self-efficacy and learning goal orientation on feedback-seeking intention; perceived relational value partially mediates the effects of social influence and social risk on feedback-seeking intention.
Practical implications - The results suggest that practitioners can promote feedback-seeking by enhancing learners’ informational and relational dependencies on OCoIs. To achieve effective online learning, practitioners should consider learners’ characteristics to provide personalized learning interventions.
Originality/value - This study advances RCT and the social psychology perspective to develop an integrated model for understanding feedback-seeking. The empirical results complement information-related explanations of feedback-seeking by finding that a relationship-related explanation is more important for promoting feedback-seeking in OCoIs. The proposed model also indicates that tolerance for ambiguity serves as a moderator in the relationship between perceived informational value and its antecedents.
Design/methodology/approach - This study builds on the relational communication theory (RCT) and the social psychology perspective to develop an integrated research model regarding feedback-seeking. Hypotheses were empirically tested using data collected from 262 subjects who are members of OCoIs.
Findings - The results indicate that feedback-seeking intention is positively affected by perceived informational and relational value of feedback-seeking. Furthermore, perceived informational value partially mediates the effects of feedback-seeking self-efficacy and learning goal orientation on feedback-seeking intention; perceived relational value partially mediates the effects of social influence and social risk on feedback-seeking intention.
Practical implications - The results suggest that practitioners can promote feedback-seeking by enhancing learners’ informational and relational dependencies on OCoIs. To achieve effective online learning, practitioners should consider learners’ characteristics to provide personalized learning interventions.
Originality/value - This study advances RCT and the social psychology perspective to develop an integrated model for understanding feedback-seeking. The empirical results complement information-related explanations of feedback-seeking by finding that a relationship-related explanation is more important for promoting feedback-seeking in OCoIs. The proposed model also indicates that tolerance for ambiguity serves as a moderator in the relationship between perceived informational value and its antecedents.
Research Area(s)
- Feedback-seeking, Informational value, Online communities of inquiry, Online learning, Relational value
Citation Format(s)
Encouraging people to embrace feedback-seeking in online learning: An investigation of informational and relational drivers. / Wu, Manli; Xu, Xiaojuan; Kang, Lele et al.
In: Internet Research, Vol. 29, No. 4, 2019, p. 749-771.
In: Internet Research, Vol. 29, No. 4, 2019, p. 749-771.
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
