Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory

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作者信息关键词期刊信息基础信息归属信息摘要

成果类型：

期刊论文

作者：

Zhang, Yamei;Tian, Yuan;Yao, Liangshuang;Duan, Changying;Sun, Xiaojun;...

通讯作者：

Sun, X.;Niu, G.

作者机构：

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng; Duan, Changying; Zhang, Yamei; Yao, Liangshuang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.

[Tian, Yuan; Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ Branch, Beijing Normal Univ Collaborat Innovat Ctr, Wuhan, Peoples R China.

[Sun, Xiaojun; Niu, Gengfeng] Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan, Peoples R China.

通讯机构：

[Xiaojun Sun; Gengfeng Niu] S

School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>Beijing Normal University Collaboration Innovation Center, Central China Normal University Branch, Wuhan, China<&wdkj&>Center for Research on Internet Literacy and Behavior, Central China Normal University, Wuhan, China

语种：

英文

关键词：

cognitive presence;cyberloafing;lack of attention;normative influence;social presence;teaching presence

期刊：

British Journal of Educational Psychology

ISSN：

0007-0998

年：

2022

卷：

期：

页码：

1651-1666

DOI：

10.1111/bjep.12531

基金类别：

This work was supported by the National Natural Science Foundation of China (grant number 61907020); Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University (grant number 2021‐04‐012‐BZPK01); Fok Ying Tung Education Foundation (grant number 161075); and Self‐determined research funds of CCNU from the colleges' basic research and operation of MOE (grant numbers CCNU20TD001, CCNU20QN023).

机构署名：

本校为第一机构

院系归属：

心理学院

摘要：

AbstractBackgroundCyberloafing exists extensively in online learning and impairs learning, yet little is known about how course‐related factors affect it. The community of inquiry framework maintains that learning is affected by teaching presence, according to which, we assume that teaching presence impacts cyberloafing, which is mediated by social presence, cognitive presence, and lack of attention, and moderated by normative influence.AimsThis study examined the effect of teaching presence on cyberloafing and its underlying mechanisms – the...

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Teaching presence predicts cyberloafing during online learning: From the perspective of the community of inquiry framework and social learning theory

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