Identifying Students’ Needs Towards the Provision of Social Support in Online Learning

  • Juhazren Junaidi Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM), Malaysia
  • Zaidatun Tasir Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia (UTM), Malaysia
Keywords: online learning, social support, online interaction

Abstract

Social support has been found to play an important role in retaining learning and contribute to better understanding and performance among students. This study aims to determine the needs and requirements of learners or students towards the provision of social support in online learning. Random sampling technique was used to select 10 students enrolled in an ICT-based course at one of Malaysian university as respondents. The instrument for this study was a semi-structured interview questions adapted from the works of Sarason et al. (1987). Thematic analysis was performed on the transcribed interview to allow visual interpretation and understanding of the context from each response. This study found that the students had often received and prefer to get social support while learning online. The reasons for their preference were for motivation, understanding, information searching and affirmation. The students were also identified to have preference for social support from the instructor more than from peers and the learning content. Overall, Informational Support is the most expected type of social support by the students. This study provides findings that would assist in the provision of social support through the design and development of an online learning environment.

Statistics
Abstract views: 43 , PDF downloads: 21

Downloads

Download data is not yet available.

References

Brook, C. and Oliver, R. (2002). Supporting The Development Of Learning Communities In Online Settings. ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

Conole, G., de Laat, M., Dillon, T., and Darby, J. (2008). ‘Disruptive technologies’, ‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education, 50, 511-524.

Garrison, D.R. and Cleveland-Ines, M. (2005). Facilitating Cognitive Presence In Online Learning: interaction Is Not Enough. The American Journal of Online Learning, 19(3), 133-148.

Gomez-Lanier, L. (2018). Building Collaboration in the Flipped Classroom: A Case Study. International Journal for the Scholarship of Teaching & Learning, 12(2), 1-9, [online] Available: https://doi-org.ezproxy.hct.ac.ae/10.20429/ijsotl.2018.120207.

Henning, W. (2004). Everyday cognition and situated learning. In Handbook of research on educational communications and technology, 2nd, Edited by: Jonassen, D. 143–168. Mahwah, NJ: Erlbaum.

Hill, J.R., Song, L. & West, R. E. (2009) Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications, The American Journal of Distance Education, 23(2), 88-103.

Hillman, D. C., Willis, D. J. and Gunawardena, C. N. (1994). Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners. The American Journal of Distance Education, 8(2), 30-42.

House, J. S. (1981). Work Stress and Social Support. Massachusetts: Addison-Wesley.

Hsiao, Y. P., Brouns, F. and Sloep, P. B. (2012). Designing optimal peer support to alleviate learner cognitive load in Learning Networks. DSpace Open Universiteit, http://dspace.ou.nl/handle/1820/4220.

Leavy, R. L. (1983). Social Support and Psychological Disorder: A Review. Journal of Community Psychology, 11, 3-21.

Moore, M. G., and Kearsley, G. (2011). Distance education: A systems view of online learning. CengageBrain. com.

Nigam, S. (2018). Role of Online Education in Today’s World. Online Education, 7(2), 5-8.

Paechter, M., Maier, B. and Macher, D. (2009). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54, 222-229.

Pornsakulavich, V. (2017). Personality, attitudes, social influences, and social networking site usage predicting online social support. Computers in Human Behavior, 76, 255-262.

Sarason, I. G., Sarason, B. R., Shearin, E. N., & Pierce, G. R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of Social and Personal Relationships, 4, 497-510.

Stone, C. (2017). Opportunity Through Online Learning: Improving Student Access, Participation and Success in Higher Education (NCSEHE 2016 Equity Fellowship Final Report). Perth: Curtin University, National Centre for Higher Education. Retrieved from https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/

Vrasidas, C. and McIsaac, M. S. (1999). Factors Influencing Interaction in an Online Course. American Journal of Distance Education, 13(3), 22-36.

Wan Hussin, W. N. T., Harun, J. and Shukor, N. A. (2019). A Review on the Classification of Students' Interaction in Online Social Collaborative Problem-based Learning Environment: How Can We Enhance the Students' Online Interaction?. Universal Journal of Educational Research, 7 (9A), 125-134.

Wilson, G. and Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48.
Published
2021-10-10
How to Cite
Junaidi, J. and Tasir, Z. (2021) “Identifying Students’ Needs Towards the Provision of Social Support in Online Learning”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 386 - 392. doi: https://doi.org/10.47405/mjssh.v6i10.1082.
Section
Articles