https://orcid.org/0000-0001-5134-3220
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ABSTRACT
Online interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, collaborative facilitation, and social interaction, and (2) their perceived online interaction quality are related to their feeling of social connectedness. The role of online interaction quality related to the three types of online participation and social connectedness is also examined. A questionnaire was developed to collect data from adult learner participants in Belgium (N = 170). Multiple regressions and mediation analysis were conducted. The result shows that collaborative facilitation and online interaction quality significantly contribute to adult learners’ perceptions of social connectedness. Furthermore, the finding reveals that online interaction quality fully mediates the relationship between discussion contribution, social interaction, and social connectedness. Thus, the implications for research and instructional design are discussed.
Acknowledgement
We would like to thank the instructors and learners at the four centers of adult education in Flanders, Belgium, without whose contribution, the study could not have achieved such adequate response rate. We are also grateful to all the colleagues at department of Educational Sciences for their valuable input during the instrument design and translation process.
Disclosure statement
No potential conflict of interest was reported by the authors.
Conflicts of interest statement
We confirm that the manuscript has been read and approved by all authors. We also confirm that the order of authorship has been agreed upon, and the criteria for authorship as defined in the “Author Guidelines” section of the Studies in Continuing Education journal have been met.
Notes on contributors
Anh Nguyet Diep is researcher at the department of Educational Sciences, Vrije Universiteit Brussel, in the field of ICT-based adult education. Her research focuses on blended learning with students’ learning, satisfaction, and online interaction as major topics.
Chang Zhu is a professor at the department of Educational Sciences, Vrije Universiteit Brussel. The research of Chang Zhu covers innovative teaching and learning processes as well as the individual, institutional and cultural variables that affect the adoption of educational innovations, especially in online and blended learning. She is project leader for several European international research projects and cooperation projects.
Céline Cocquyt is a PhD researcher at the department of Educational Sciences, Vrije Universiteit Brussel, in the field of ICT-based adult education. She is studying how participation in formal ICT-based adult education strengthens an individual’s social and professional inclusion.
Maurice de Greef is a visiting professor at the department of Educational Sciences, Vrije Universiteit Brussel and realised a dissertation (PHD) about outcomes of adult education. He managed local, regional and European projects in innovating learning-environments, strategic policy-making in adult education and developing strategies for approaching learners and realising new courses in local settings. His research topics center around lifelong learning, (impact of) adult education, education for older people, social inclusion, low skilled learners and low proficiency in literacy.
Tom Vanwing is a professor at the department of Educational Sciences, Vrije Universiteit Brussel. His research concerns adult education: synergies of combining formal and informal learning; professionalization and professional roles; innovative approaches, sustainable development: institutional university cooperation; education for sustainable development, social and cultural transition strategies for sustainability and development: community dynamics and informal learning in a multidisciplinary approach.
ORCID
Anh Nguyet Diep http://orcid.org/0000-0001-5134-3220
Chang Zhu http://orcid.org/0000-0002-0057-275X