@article{5be0fe78dc9e49f68c13e8aa07d0483a,
title = "Sense of belonging predicts perceived helpfulness in online peer help-giving interactions",
abstract = "The present study explored how students' sense of belonging and demographic background may predict what one finds helpful in replies to requests for help posted to an online college course discussion forum. We surveyed college students enrolled in an introductory statistics course on their sense of belonging to their course community, as well as how helpful they found 20 examples of replies to requests for help posted to a statistics course discussion forum. We found that students reporting lower belonging to their course community judged help-giving replies to be, on average, less helpful for their learning, when compared to those reporting higher belonging to their course community. Additionally, students reporting lower belonging to their course community had a greater likelihood of mentioning social support as a criterion for effective peer help-giving. These findings point to the importance of exploring how help-giving replies can be structured to attend to the learning needs of students who may feel alienated in classroom environments.",
keywords = "College student, Discussion forums, Help-giving, Sense of belonging",
author = "Amos Jeng and Nigel Bosch and Michelle Perry",
note = "The research reported here was supported by the Institute of Education Sciences , U.S. Department of Education through Grant R305A180211 to the Board of Trustees of the University of Illinois . The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. We would also like to thank Dr. Nidia Ruedas-Gracia (University of Illinois Urbana-Champaign) for her insight and feedback when preparing this manuscript, as well as Aparajita Vemuri (University of Illinois Urbana-Champaign) for her assistance with data coding throughout this project. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education through Grant R305A180211 to the Board of Trustees of the University of Illinois. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. We would also like to thank Dr. Nidia Ruedas-Gracia (University of Illinois Urbana-Champaign) for her insight and feedback when preparing this manuscript, as well as Aparajita Vemuri (University of Illinois Urbana-Champaign) for her assistance with data coding throughout this project.",
year = "2023",
month = apr,
doi = "10.1016/j.iheduc.2022.100901",
language = "English (US)",
volume = "57",
journal = "Internet and Higher Education",
issn = "1096-7516",
publisher = "Elsevier B.V.",
}