Learner-Learner Interactions in Online Classes during COVID-19 Pandemic: The Mediating Role of Social Media in the Higher Education Context

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  • Author(s): Sonica Rautela (ORCID Sonica Rautela (ORCID 0000-0002-2891-3819); Sarika Sharma (ORCID Sarika Sharma (ORCID 0000-0003-0223-8576); Shreya Virani
  • Language:
    English
  • Source:
    Interactive Learning Environments. 2024 32(2):639-654.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      COVID-19; Pandemics; Peer Relationship; Teacher Student Relationship; Online Courses; Social Media; College Students; Self Efficacy; Technological Literacy; Interaction; Foreign Countries; Student Attitudes
    • Subject Terms:
      India
    • Accession Number:
      10.1080/10494820.2022.2093917
    • ISSN:
      1049-4820
      1744-5191
    • Abstract:
      The current educational scenario is changing and inclining more towards digital technologies for teaching-learning. Interactions during the classrooms or virtual sessions are vital for students' learning engagements. Learner-learner interactions and educator-learner interactions during online classes are to be promoted and sustained for a better teaching-learning experience. The use of social media in education is noted in previous research. This paper aims to explore the role of social media in learner-learner interactions and its impact on students' learning engagement. A theoretical model is proposed in the study through a review of existing literature. The model testing is done with data of 344 respondents through a self-designed structured questionnaire. The respondents are selected from an urban city in western India. Confirmatory factor analysis and structural equation modelling are applied for the hypotheses testing and regression analysis. The results indicate that the learner-learner interactions, as well as the educator-learner interactions, are imperative for student learning engagement in online teaching. Also, learner-learner interactions are positively affected by the students' self-efficacy concerning the technology. The study also noted that the use of social media improves learner-learner interaction and student learning engagement in a technology-mediated learning environment.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1419440