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ABSTRACT
The growth of live video streaming (LVS) technology provides new possibilities for online tutoring in that it accommodates a massive number of learners simultaneously. Questions still exist, however, about the extent to which new technology can support interactions between an instructor and a vast number of learners, as well as which factors would influence learners’ interactions with the instructor and peer learners. This study explored these questions by conducting a survey involving 189 senior high school students participating in online LVS tutoring. The results indicated that learner–instructor interaction dominated social interaction in the online tutoring environment with the current system design. This design may also contribute to the development of the perceived presence of peer learners with few direct information exchanges among peers. Social Connectedness and perceived enjoyment positively influenced learner–instructor interaction, whereas social fears and the social presence of the instructor negatively influenced learner–learner interaction.
Notes
1. The website changed to zhibo.zuoyebang.com recently.
2. The website changed to vip.jd100.com recently.
Additional information
Notes on contributors
Man Wu
Man Wu is a PhD candidate in the Department of Industrial Engineering at Tsinghua University, Beijing, China. She received her bachelor’s degree from the Department of Industrial Engineering at Tsinghua University in 2016. She has been working with Professor Qin Gao since then.
Qin Gao
Qin Gao received her PhD from Tsinghua University, Beijing, China. She is currently an associate professor in the Department of Industrial Engineering at Tsinghua University. Her main research includes user- centered design, cognitive ergonomics, human–computer interaction, and decision-making.