Nhận thức về duy trì khoảng cách xã hội và rào cản hiệu quả học trực tuyến: Vai trò trung gian của thiếu tương tác xã hội trong đại dịch Covid-19
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu này xem xét mối quan hệ giữa của các yếu tố thiếu tương tác xã hội, nhận thức về duy trì khoảng cách xã hội và rào cản đối với hiệu quả học trực tuyến của sinh viên khoa Kinh tế - Quản trị Kinh doanh, Trường Đại học An Giang. Đồng thời, kiểm định mối quan hệ trung gian của thiếu tương tác xã hội giữa nhận thức về duy trì khoảng cách xã hội và rào cản đối với hiệu quả học trực tuyến. Dữ liệu được thu thập từ 230 sinh viên. Phương pháp phân tích EFA, cấu trúc tuyến tính SEM được dùng để đánh giá độ tin cậy của thang đo và kiểm định mô hình lý thuyết. Kết quả cho thấy: (1) Nhận thức về duy trì khoảng cách xã hội có tác động trực tiếp đến rào cản đối với hiệu quả học trực tuyến của sinh viên; (2) Thiếu tương tác xã hội có tác động cùng chiều và có ý nghĩa thống kê đến rào cản đối với hiệu quả học trực tuyến và đóng vai trò trung gian một phần làm gia tăng rào cản đối với hiệu quả học trực tuyến, điều này giải thích rằng rào cản đối với hiệu quả học trực tuyến là do thiếu tương tác xã hội giữa người dạy và người học. Kết quả nghiên cứu là cơ sở để giảng viên giảng dạy thúc đẩy hơn nữa môi trường tương tác trong các lớp học trực tuyến của họ.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Từ khóa
Covid-19, hiệu quả, học trực tuyến, khoảng cách xã hội, tương tác xã hội
Tài liệu tham khảo
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011).
Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148.
Altınay, Z. (2017). Evaluating peer learning and assessment in online collaborative learning environments. Behaviour & Information Technology, 36(3), 312-320.
Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internetbased MBA courses. Journal of management education, 24(1), 32-54.
Aron, A., Aron, E. N., & Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. Journal of personality and social psychology, 63(4), 596.
Ash, K., & Davis, M. R. (2009). E-Learning's Potential Scrutinized in Flu Crisis. Education Week, 28(31), 1-12.
Awang, Z. (2015). SEM made simple: A gentle approach to learning Structural Equation Modeling. MPWS Rich Publication.
Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292.
Baber, H. (2022). Social interaction and effectiveness of the online learning - A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159-171. https://doi.org/10.1108/AEDS-09-2020-0209.
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARSCoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
Buchan, N. R., Johnson, E. J., & Croson, R. T. (2006). Let's get personal: An international examination of the influence of communication, culture and social distance on other regarding preferences. Journal of Economic Behavior & Organization, 60(3), 373-398.
Cartwright, E., & Xue, L. (2020). Lie Aversion, Anonymity and Social Distance: Are People More Willing to Lie Using a Mobile Phone?. Anonymity and Social Distance: Are People More Willing to Lie Using a Mobile Phone.
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Hwang, S., & Song, H. (2018). Effective Social Interaction in Online Learning. National Teacher Education Journal, 11(3).
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
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Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of selfdetermination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174.
Johnson, S. D., Aragon, S. R., & Shaik, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of interactive learning research, 11(1), 29-49.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in education and teaching international, 39(2), 153-162.
Kang, M., & Im, T. (2013). Factors of learner - instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.
Kayes, A. S. M., Islam, M. S., Watters, P. A., Ng, A., & Kayesh, H. (2020). Automated measurement of attitudes towards social distancing using social media: A covid-19 case study.
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Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational technology & society, 5(1), 8-22.
Kuo, Y. F., & Feng, L. H. (2013). Relationships among community interaction characteristics, perceived benefits, community commitment, and oppositional brand loyalty in online brand communities. International Journal of Information Management, 33(6), 948-962.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet selfefficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20, 35-50.
Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of e-Learning and Knowledge Society, 16(2), 34-41.
Lean, Q. Y., Ming, L. C., Wong, Y. Y., Neoh, C. F., Farooqui, M., & Muhsain, S. N. F. (2018). Validation of online learning in pharmacy education: Effectiveness and student insight. Pharmacy Education, 18, 135-142.
Lê, T. H., & Đặng, T. M. P. (2020). Các yếu tố ảnh hưởng đến hiệu quả dạy và học trực tuyến các môn lý luận chính trị tại Trường Đại học Công nghiệp Thành phố Hồ Chí Minh. Tạp chí Khoa học và Công nghệ, 50, 235-246.
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Rehman, I., Khan, H. R., E Zainab, W., Ahmed, A., Ishaq, M. D., & Ullah, I. (2020). Barriers in Social Distancing during COVID-19 pandemic-Is a message for forced lockdown. Journal of Medical Research and Innovation, 4(2), e000222-e000222.
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Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2-3), 82-103.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148.
Altınay, Z. (2017). Evaluating peer learning and assessment in online collaborative learning environments. Behaviour & Information Technology, 36(3), 312-320.
Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internetbased MBA courses. Journal of management education, 24(1), 32-54.
Aron, A., Aron, E. N., & Smollan, D. (1992). Inclusion of other in the self scale and the structure of interpersonal closeness. Journal of personality and social psychology, 63(4), 596.
Ash, K., & Davis, M. R. (2009). E-Learning's Potential Scrutinized in Flu Crisis. Education Week, 28(31), 1-12.
Awang, Z. (2015). SEM made simple: A gentle approach to learning Structural Equation Modeling. MPWS Rich Publication.
Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292.
Baber, H. (2022). Social interaction and effectiveness of the online learning - A moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159-171. https://doi.org/10.1108/AEDS-09-2020-0209.
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARSCoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
Buchan, N. R., Johnson, E. J., & Croson, R. T. (2006). Let's get personal: An international examination of the influence of communication, culture and social distance on other regarding preferences. Journal of Economic Behavior & Organization, 60(3), 373-398.
Cartwright, E., & Xue, L. (2020). Lie Aversion, Anonymity and Social Distance: Are People More Willing to Lie Using a Mobile Phone?. Anonymity and Social Distance: Are People More Willing to Lie Using a Mobile Phone.
Đỗ, V. T., Ninh, T. T. T., & Đặng, T. T. (2020). Các nhân tố ảnh hưởng đến hiệu quả học tập trực tuyến - Một nghiên cứu thực nghiệm ở một số trường học tại Hà Nội trong bối cảnh học tập đối phó đại dịch Covid 19. Journal of Education Management, 12(3), 101-113.
Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students' perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235.
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215.
Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY learning network.
Freeman, M. A., & Capper, J. M. (1999). Exploiting the web for education: An anonymous asynchronous role simulation. Australasian Journal of Educational Technology, 15(1).
Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American journal of distance education, 19(3), 133-148.
Gouseti, A. (2011). Online communication and collaboration: a reader.
Harasim, L. M., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. MIT Press.
Hà, N. K. G., & Bùi, N. V. (2019). Giáo trình cao học Phương pháp nghiên cứu khoa học trong kinh doanh- Cập nhật SmartPLS.Hà Nội: NXB Tài chính. DOI: 10.31219/osf.io/ hbj3k. ISBN: 978-604-79-2154-6.
Hirumi, A. (2002). A framework for analyzing, designing, and sequencing planned elearning interactions. Quarterly Review of Distance Education, 3(2), 141-60.
Hwang, S., & Song, H. (2018). Effective Social Interaction in Online Learning. National Teacher Education Journal, 11(3).
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.
Holland, A. A. (2019). Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. Computers & Education, 128, 214-226.
Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of selfdetermination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174.
Johnson, S. D., Aragon, S. R., & Shaik, N. (2000). Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of interactive learning research, 11(1), 29-49.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in education and teaching international, 39(2), 153-162.
Kang, M., & Im, T. (2013). Factors of learner - instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.
Kayes, A. S. M., Islam, M. S., Watters, P. A., Ng, A., & Kayesh, H. (2020). Automated measurement of attitudes towards social distancing using social media: A covid-19 case study.
Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher education. Educause quarterly, 29(4), 22-30.
Kleczkowski, A., Maharaj, S., Rasmussen, S., Williams, L., & Cairns, N. (2015). Spontaneous social distancing in response to a simulated epidemic: a virtual experiment. BMC public health, 15(1), 973.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational technology & society, 5(1), 8-22.
Kuo, Y. F., & Feng, L. H. (2013). Relationships among community interaction characteristics, perceived benefits, community commitment, and oppositional brand loyalty in online brand communities. International Journal of Information Management, 33(6), 948-962.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet selfefficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20, 35-50.
Lasfeto, D. (2020). The relationship between self-directed learning and students’ social interaction in online learning environment. Journal of e-Learning and Knowledge Society, 16(2), 34-41.
Lean, Q. Y., Ming, L. C., Wong, Y. Y., Neoh, C. F., Farooqui, M., & Muhsain, S. N. F. (2018). Validation of online learning in pharmacy education: Effectiveness and student insight. Pharmacy Education, 18, 135-142.
Lê, T. H., & Đặng, T. M. P. (2020). Các yếu tố ảnh hưởng đến hiệu quả dạy và học trực tuyến các môn lý luận chính trị tại Trường Đại học Công nghiệp Thành phố Hồ Chí Minh. Tạp chí Khoa học và Công nghệ, 50, 235-246.
Maglio, S. J., Trope, Y., & Liberman, N. (2013). Distance from a distance: Psychological distance reduces sensitivity to any further psychological distance. Journal of Experimental Psychology: General, 142(3), 644.
McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Journal of Educational Technology & Society, 7(3), 73-81.
Mehall, S. (2020). Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured?. Online Learning, 24(1), 182-204.
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education.
Munro, R. A. (2005). Understanding the buzz around E-learning: ‘searching for faster/better/cheaper learning-effectiveness of E-learning techniques. ASQ World Conference on Quality and Improvement Proceedings, American Society for Quality, 59, 131.
Musa, M. A., & Othman, M. S. (2012). Critical success factor in e-learning: an examination of technology and student factors. International Journal of Advances in Engineering & Technology, 3(2), 140-148.
Navarro, P., & Shoemaker, J. (2000). Performance and perceptions of distance learners in cyberspace. American journal of distance education, 14(2), 15-35.
Neumann, P. G. (1998). Risks of e-education. Communications of the ACM, 41(10), 136-137.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319.
Pape, L. (2010). Blended teaching and learning. The Education Digest, 76(2), 22.
Razali, S. N., Ahmad, M. H., & Noor, H. A. M. (2020). Implications of Learning Interaction in Online Project Based Collaborative Learning. Journal of Computational and Theoretical Nanoscience, 17(2-3), 681-688.
Rehman, I., Khan, H. R., E Zainab, W., Ahmed, A., Ishaq, M. D., & Ullah, I. (2020). Barriers in Social Distancing during COVID-19 pandemic-Is a message for forced lockdown. Journal of Medical Research and Innovation, 4(2), e000222-e000222.
Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.
Riahi, G. (2015). E-learning systems based on cloud computing: A review. In SCSE, 352-359.
Saba, F. (2000). Research in distance education: A status report. The International Review of Research in Open and Distributed Learning, 1(1).
Shabha, G. (2004). An assessment of the effectiveness of e‐learning on university space planning and design. Facilities, 22 (3/4), 79.
Shin, N., & Chan, J. K. (2004). Direct and indirect effects of online learning on distance education. British Journal of Educational Technology, 35 (3), 275-288.
Stewart, E. A., Martinez Jr, R., Baumer, E. P., & Gertz, M. (2015). The social context of Latino threat and punitive Latino sentiment. Social Problems, 62(1), 68-92.
Shukor, N. B. A., Tasir, Z., & van der Meijden, H. A. T. (2015). An examination of online learning effectiveness using data mining. Journal of Educational Technology, 35(3), 275-288.
Swan, K. (2003). Learning effectiveness online: What the research tells us. Elements of quality online education, practice and direction, 4(1), 13-47.
Tang, H. H. H., & Tsui, C. P. G. (2018). Democratizing higher education through internationalization: the case of HKU SPACE. Asian Education and Development Studies. 7(1), 26-41.
Thunström, L., Newbold, S. C., Finnoff, D., Ashworth, M., & Shogren, J. F. (2020). The benefits and costs of using social distancing to flatten the curve for COVID-19. Journal of Benefit-Cost Analysis, 1-27.
Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological review, 117(2), 440.
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