Encouraging people to embrace feedback-seeking in online learning : An investigation of informational and relational drivers

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

8 Scopus Citations
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Original languageEnglish
Pages (from-to)749-771
Journal / PublicationInternet Research
Issue number4
Online published5 Aug 2019
Publication statusPublished - 2019


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.

Research Area(s)

  • Feedback-seeking, Informational value, Online communities of inquiry, Online learning, Relational value