Using Live Video Streaming in Online Tutoring: Exploring Factors Affecting Social Interaction

References

• Abdous, M. H., & Yen, C. J. (2010). A predictive study of learner satisfaction and outcomes in face-to-face, satellite broadcast, and live video-streaming learning environments. The Internet and Higher Education, 13(4), 248–257.
   Web of Science ®Google Scholar
• Alnabelsi, T., Al-Hussaini, A., & Owens, D. (2015). Comparison of traditional face-to-face teaching with synchronous e-learning in otolaryngology emergencies teaching to medical undergraduates: A randomised controlled trial. European Archives of Oto-Rhino-Laryngology, 272(3), 759–763. doi:10.1007/s00405-014-3326-6
   PubMed Web of Science ®Google Scholar
• Arbaugh, J. B. (2005). How much does “subject matter” matter? A study of disciplinary effects in on-line MBA courses. Academy of Management Learning & Education, 4(1), 57–73. doi:10.5465/amle.2005.16132549
   Web of Science ®Google Scholar
• Arbaugh, J. B., & Benbunan-Fich, R. (2007). The importance of participant interaction in online environments. Decision Support Systems, 43(3), 853–865. doi:10.1016/j.dss.2006.12.013
   Web of Science ®Google Scholar
• Ardichvili, A., Maurer, M., Li, W., Wentling, T., & Stuedemann, R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, 10(1), 94–107. doi:10.1108/13673270610650139
   Google Scholar
• Argyle, M., & Dean, J. (1965). Eye-contact, distance and affiliation. Sociometry, 28(3), 289–304. doi:10.2307/2786027
   PubMedGoogle Scholar
• Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106(3), 529–550. doi:10.1037/0033-295X.106.3.529
   PubMed Web of Science ®Google Scholar
• Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1). Retrieved from https://eric.ed.gov/?id=EJ904072
   Google Scholar
• Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from “media richness theory” perspective. Journal of Interactive Online Learning, 9(1), 1–22.
   Google Scholar
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. doi:10.1146/annurev.psych.52.1.1
   PubMed Web of Science ®Google Scholar
• Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563–575. doi:10.1080/10494821003644029
   Web of Science ®Google Scholar
• Beaudoin, M. F. (2002). Learning or lurking?: Tracking the “invisible” online student. The Internet and Higher Education, 5(2), 147–155. doi:10.1016/S1096-7516(02)00086-6
   Google Scholar
• Benbunan-Fich, R., & Hiltz, S. R. (2003). Mediators of the effectiveness of online courses. IEEE Transactions on Professional Communication, 46(4), 298–312. doi:10.1109/TPC.2003.819639
   Web of Science ®Google Scholar
• Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30. Retrieved from JSTOR.
   Google Scholar
• Bergkvist, L., & Rossiter, J. R. (2007). The predictive validity of multiple-item versus single-item measures of the same constructs. Journal of Marketing Research, 44(2), 175–184. Retrieved from JSTOR. doi:10.1509/jmkr.44.2.175
   Web of Science ®Google Scholar
• Bertacchini, F., Bilotta, E., Pantano, P., & Tavernise, A. (2012). Motivating the learning of science topics in secondary school: A constructivist edutainment setting for studying Chaos. Computers & Education, 59(4), 1377–1386. doi:10.1016/j.compedu.2012.05.001
   Web of Science ®Google Scholar
• Bilotta, E., Gabriele, L., Servidio, R., & Tavernise, A. (2008). Motor-manipulatory behaviours and learning: An observational study. International Journal of Online and Biomedical Engineering (IJOE), 4(3), 13–17.
   Google Scholar
• Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195–203. doi:10.1016/j.iheduc.2011.11.001
   Web of Science ®Google Scholar
• Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Fundamentals of educational planning 61. Paris: UNESCO International Institute for Educational Planning.
   Google Scholar
• Bray, M. (2006). Private supplementary tutoring: Comparative perspectives on patterns and implications. Compare: A Journal of Comparative and International Education, 36(4), 515–530. doi:10.1080/03057920601024974
   Google Scholar
• Bray, M. (2013). Benefits and tensions of shadow education: Comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education (JICE), 2, 18–30. doi:10.14425/00.45.72
   Google Scholar
• Bray, M., & Kwok, P. (2003). Demand for private supplementary tutoring: Conceptual considerations, and socio-economic patterns in Hong Kong. Economics of Education Review, 22(6), 611–620. doi:10.1016/S0272-7757(03)00032-3
   Web of Science ®Google Scholar
• Buraphadeja, V., & Kumnuanta, J. (2011). Enhancing the sense of community and learning experience using self-paced instruction and peer tutoring in a computer-laboratory course. Australasian Journal of Educational Technology, 27(8), 1338–1355. doi:10.14742/ajet.897
   Google Scholar
• Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An examination of an online tutoring program’s impact on low-achieving middle school students’ mathematics achievement. Online Learning, 19(5), 37–53. doi:10.24059/olj.v19i5.694
   Web of Science ®Google Scholar
• Chen, C.-C., & Lin, Y.-C. (2018). What drives live-stream usage intention? The perspectives of flow, entertainment, social interaction, and endorsement. Telematics and Informatics, 35(1), 293–303. doi:10.1016/j.tele.2017.12.003
   Web of Science ®Google Scholar
• Chen, C.-H., Liao, C.-H., Chen, Y.-C., & Lee, C.-F. (2011). The integration of synchronous communication technology into service learning for pre-service teachers’ online tutoring of middle school students. The Internet and Higher Education, 14(1), 27–33. doi:10.1016/j.iheduc.2010.02.003
   Web of Science ®Google Scholar
• Cho, M.-H., & Jonassen, D. (2009). Development of the human interaction dimension of the self‐regulated learning questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117–138. doi:10.1080/01443410802516934
   Web of Science ®Google Scholar
• Cohen, E. L., & Lancaster, A. L. (2014). Individual differences in in-person and social media television coviewing: The role of emotional contagion, need to belong, and coviewing orientation. Cyberpsychology, Behavior, and Social Networking, 17(8), 512–518. doi:10.1089/cyber.2013.0484
   PubMed Web of Science ®Google Scholar
• ConsumerLab. (2012). TV and video: An analysis of evolving consumer habits. London: Ericsson Consumer Insight.
   Google Scholar
• Cornelius, S. (2014). Facilitating in a demanding environment: Experiences of teaching in virtual classrooms using web conferencing. British Journal of Educational Technology, 45(2), 260–271. doi:10.1111/bjet.12016
   Web of Science ®Google Scholar
• Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace1. Journal of Applied Social Psychology, 22(14), 1111–1132. doi:10.1111/j.1559-1816.1992.tb00945.x
   Web of Science ®Google Scholar
• Dawson, S. (2006a). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162. doi:10.1016/j.iheduc.2006.06.007
   Google Scholar
• Dawson, S. (2006b). Online forum discussion interactions as an indicator of student community. Australasian Journal of Educational Technology, 22(4), 495–510.
   Google Scholar
• Dawson, W. (2010). Private tutoring and mass schooling in East Asia: Reflections of inequality in Japan, South Korea, and Cambodia. Asia Pacific Education Review, 11(1), 14–24. doi:10.1007/s12564-009-9058-4
   Web of Science ®Google Scholar
• Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.
   Web of Science ®Google Scholar
• Fantuzzo, J., & Ginsburg-Block, M. (1998). Reciprocal peer tutoring: Developing and testing effective peer collaborations for elementary school students. In K. J. Topping, & S. Ehly (Eds.), Peer assisted learning (pp. 121–144). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Fjermestad, J. (2004). An analysis of communication mode in group support systems research. Decision Support Systems, 37(2), 239–263. doi:10.1016/S0167-9236(03)00021-6
   Web of Science ®Google Scholar
• Frost, & Sullivan. (2018, January). China K12 Tutoring Market: Size, Trends & Forecasts (2017–2021). Retrieved from https://www.marketresearch.com/Daedal-Research-v3440/China-K12-Tutoring-Size-Trends-11399395/
   Google Scholar
• Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2), 147–166.
   Google Scholar
• Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment. American Journal of Distance Education, 11(3), 8–26. doi:10.1080/08923649709526970
   Google Scholar
• Hall, J. K., & Walsh, M. (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics; Cambridge, 22, 186–203. doi:10.1017/S0267190502000107
   Google Scholar
• Han, E., & Lee, S.-W. (2014). Motivations for the complementary use of text-based media during linear TV viewing: An exploratory study. Computers in Human Behavior, 32, 235–243. doi:10.1016/j.chb.2013.12.015
   Web of Science ®Google Scholar
• Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Retrieved from https://hal.archives-ouvertes.fr/hal-00702947
   Google Scholar
• He, W. (2013). Examining students’ online interaction in a live video streaming environment using data mining and text mining. Computers in Human Behavior, 29(1), 90–102. doi:10.1016/j.chb.2012.07.020
   Web of Science ®Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. doi:10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Horzum, M. (2015). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 505–512. doi:10.12973/eurasia.2014.1324a
   Web of Science ®Google Scholar
• Hrastinski, S., Stenbom, S., Benjaminsson, S., & Jansson, M. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments, 1–13. doi:10.1080/10494820.2019.1583674
   Google Scholar
• Hsu, Y.-C., & Ching, Y.-H. (2011). Microblogging for strengthening a virtual learning community in an online course. Knowledge Management & E-Learning: An International Journal, Retrieved from https://scholarworks.boisestate.edu/edtech_facpubs/32
   Google Scholar
• Hwang, A., Francesco, A. M., & Kessler, E. (2003). The relationship between individualism-collectivism, face, and feedback and learning processes in Hong Kong, Singapore, and the United States. Journal of Cross-Cultural Psychology, 34(1), 72–91. doi:10.1177/0022022102239156
   Web of Science ®Google Scholar
• Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on computer science education (pp. 27–32). New York, NY: ACM.
   Google Scholar
• Ittner, C. D., & Larcker, D. F. (1998). Are nonfinancial measures leading indicators of financial performance? An analysis of customer satisfaction. Journal of Accounting Research, 36, 1–35. doi:10.2307/2491304
   Web of Science ®Google Scholar
• Kear, K., Chetwynd, F., Williams, J., & Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education, 58(3), 953–963. doi:10.1016/j.compedu.2011.10.015
   Web of Science ®Google Scholar
• Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512–1520. doi:10.1016/j.compedu.2011.02.005
   Web of Science ®Google Scholar
• KOSIS. (2015). KOSIS KOrean statistical information service. Retrieved from https://kosis.kr/eng/
   Google Scholar
• Kozar, O. (2012). Use of synchronous online tools in private English language teaching in Russia. Distance Education, 33(3), 415–420. doi:10.1080/01587919.2012.723164
   Web of Science ®Google Scholar
• Krämer, N. C., Winter, S., Benninghoff, B., & Gallus, C. (2015). How “social” is social TV? The influence of social motives and expected outcomes on the usage of social TV applications. Computers in Human Behavior, 51, 255–262. doi:10.1016/j.chb.2015.05.005
   Web of Science ®Google Scholar
• Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353. doi:10.1016/S0747-5632(02)00057-2
   Web of Science ®Google Scholar
• Kuo, Y.-C., Walker, A. E., Belland, B. R., Schroder, K. E. E., & Kuo, Y.-T. (2014). A case study of integrating interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. The International Review of Research in Open and Distributed Learning, 15(1). doi:10.19173/irrodl.v15i1.1664
   Web of Science ®Google Scholar
• Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. doi:10.1016/j.iheduc.2013.10.001
   Web of Science ®Google Scholar
• Kwok, P. (2004). Examination-oriented knowledge and value transformation in East Asian Cram schools. Asia Pacific Education Review, 5(1), 64–75. doi:10.1007/BF03026280
   Google Scholar
• Lee, C. J., Park, H. J., & Lee, H. S. (2009). Shadow education systems. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of education policy research (pp. 901–919). New York, NY: Routledge.
   Google Scholar
• Lee, C. S., & Ma, L. (2012). News sharing in social media: The effect of gratifications and prior experience. Computers in Human Behavior, 28(2), 331–339. doi:10.1016/j.chb.2011.10.002
   Web of Science ®Google Scholar
• Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.
   Google Scholar
• Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Online Learning, 9(4). doi:10.24059/olj.v9i4.1777
   Google Scholar
• Lomicka, L., & Lord, G. (2007). Social presence in virtual communities of foreign language (FL) teachers. System, 35(2), 208–228. doi:10.1016/j.system.2006.11.002
   Google Scholar
• Lucardie, D. (2014). The impact of fun and enjoyment on adult’s learning. Procedia - Social and Behavioral Sciences, 142, 439–446. doi:10.1016/j.sbspro.2014.07.696
   Google Scholar
• Luo, N., Zhang, M., & Qi, D. (2017). Effects of different interactions on students’ sense of community in e-learning environment. Computers & Education, 115, 153–160. doi:10.1016/j.compedu.2017.08.006
   Web of Science ®Google Scholar
• Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Educational Media International, 40(1–2), 127–138. doi:10.1080/0952398032000092170
   Google Scholar
• Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29(4), 531–563. doi:10.1177/1052562904271199
   Google Scholar
• Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who, and how? Journal of Online Learning & Teaching, 10(2), 192–210.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Mcmillan, D., & Chavis, D. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6–23. doi:10.1002/(ISSN)1520-6629
   Web of Science ®Google Scholar
• McQuail, D. (2000). McQuail’s mass communication theory. London, UK: SAGE.
   Google Scholar
• Moisey, S. D., Neu, C. E., & Cleveland-Innes, M. (2008). Community building and computer-mediated conferencing. Retrieved from https://auspace.athabascau.ca/handle/2149/2077
   Google Scholar
• Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1–7. doi:10.1080/08923648909526659
   Google Scholar
• Murphy, E., & Coleman, E. (2004). Graduate students’ experiences of challenges in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(2). Retrieved from https://eric.ed.gov/?id=EJ1073681
   Google Scholar
• Nagy, J. T., & Bernschütz, M. (2016). The impact of webinar-webcast system on learning performance. Education and Information Technologies, 21(6), 1837–1845. doi:10.1007/s10639-015-9422-4
   Web of Science ®Google Scholar
• Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distributed Learning, 8(1). doi:10.19173/irrodl.v8i1.335
   Google Scholar
• Ng, K.-C. (2001). Using E-mail to foster collaboration in distance education. Open Learning: the Journal of Open, Distance and e-Learning, 16(2), 191–200. doi:10.1080/02680510120050343
   Google Scholar
• Nov, O., Naaman, M., & Ye, C. (2010). Analysis of participation in an online photo-sharing community: A multidimensional perspective. Journal of the American Society for Information Science and Technology, 61(3), 555–566. doi:10.1002/asi.21278
   Web of Science ®Google Scholar
• O’Regan, K. (2003). Emotion and E-learning. Http://Www.Pdf-Finder.Com/Pdf/Emotion-and-e-Learning.Html. Retrieved from https://digital.library.adelaide.edu.au/dspace/handle/2440/45646
   Google Scholar
• Owston, R., Wideman, H., Ronda, N. S., & Brown, C. (2009). Computer game development as a literacy activity. Computers & Education, 53(3), 977–989. doi:10.1016/j.compedu.2009.05.015
   Web of Science ®Google Scholar
• Park, H., Buchmann, C., Choi, J., & Merry, J. J. (2016). Learning beyond the school walls: Trends and implications. Annual Review of Sociology, 42(1), 231–252. doi:10.1146/annurev-soc-081715-074341
   Web of Science ®Google Scholar
• Park, N., Kee, K. F., & Valenzuela, S. (2009). Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. CyberPsychology & Behavior, 12(6), 729–733. doi:10.1089/cpb.2009.0003
   PubMedGoogle Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. doi:10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. doi:10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6, 21–40.
   Google Scholar
• Preece, J. (2000). Online communities: Designing usability and supporting sociability. Retrieved from http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0471805998
   Google Scholar
• Rettie, R. (2003). Connectedness, awareness and social presence. In Proceedings of 6th annual international workshop on presence (pp. 1–7). Aalborg, Denmark.
   Google Scholar
• Rhode, J. (2009). Interaction equivalency in self-paced online learning environments: An exploration of learner preferences. The International Review of Research in Open and Distributed Learning, 10(1). doi:10.19173/irrodl.v10i1.603
   Web of Science ®Google Scholar
• Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students’ perceived learning and satisfaction. Retrieved from https://www.ideals.illinois.edu/handle/2142/18713
   Google Scholar
• Rocca, K. A. (2010). Student participation in the college classroom: An extended multidisciplinary literature review. Communication Education, 59(2), 185–213. doi:10.1080/03634520903505936
   Google Scholar
• Rovai, A. P. (2002a). Building sense of community at a distance. The International Review of Research in Open and Distributed Learning, 3(1). doi:10.19173/irrodl.v3i1.79
   Google Scholar
• Rovai, A. P. (2002b). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197–211. doi:10.1016/S1096-7516(02)00102-1
   Google Scholar
• Rovai, A. P. (2002c). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319–332. doi:10.1016/S1096-7516(02)00130-6
   Google Scholar
• Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). doi:10.19173/irrodl.v5i2.192
   Google Scholar
• Rowley, J., Lawlor, M., & Dunne, Á. (2010). Young people’s use of online social networking sites – A uses and gratifications perspective. Journal of Research in Interactive Marketing, 4(1), 46–58. doi:10.1108/17505931011033551
   Google Scholar
• Ruscio, A. M., Brown, T. A., Chiu, W. T., Sareen, J., Stein, M. B., & Kessler, R. C. (2008). Social fears and social phobia in the USA: Results from the National Comorbidity Survey Replication. Psychological Medicine, 38(1), 15–28. doi:10.1017/S0033291707001699
   PubMed Web of Science ®Google Scholar
• Safren, S. A., Heimberg, R. G., Horner, K. J., Juster, H. R., Schneier, F. R., & Liebowitz, M. R. (1999). Factor structure of social fears: The Liebowitz Social Anxiety Scale. Journal of Anxiety Disorders, 13(3), 253–270. doi:10.1016/S0887-6185(99)00003-1
   PubMed Web of Science ®Google Scholar
• Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595–613. doi:10.1111/j.1540-4781.2008.00789.x
   Web of Science ®Google Scholar
• Shackelford, J. L., & Maxwell, M. (2012a). Contribution of learner-instructor interaction to sense of community in graduate online education. Journal of Online Learning and Teaching; Long Beach, 8(4), 248.
   Google Scholar
• Shackelford, J. L., & Maxwell, M. (2012b). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228–249. doi:10.19173/irrodl.v13i4.1339
   Web of Science ®Google Scholar
• Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based online learning environment. Journal of Online Interactive Learning, 8(2), 102–120.
   Google Scholar
• Sherry, A. C., Fulford, C. P., & Zhang, S. (1998). Assessing distance learners’ satisfaction with instruction: A quantitative and a qualitative measure. American Journal of Distance Education, 12(3), 4–28. doi:10.1080/08923649809527002
   Google Scholar
• Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London, UK: John Wiley and Sons Ltd.
   Google Scholar
• Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353. doi:10.1016/j.chb.2012.06.007
   Web of Science ®Google Scholar
• Sina News. (2018, July 13). Fufei xueyuan chao 500 wan, jiaoshi haopinglv da 95%, Zuoyebangyike jianchi”hao”jiaoyu [Over 5 million Paid users, more than 95% favorable rate of teachers, Zuoyebangyike adhere to provide “good” education]. Retrieved from http://k.sina.com.cn/article_6502104867_1838e3f2300100mycc.html
   Google Scholar
• Sina Technology. (2016, May 31). Zaixian fudao pingtai Yuanfudao huo Tengxun 4000 wan meiyuan touzi [Online tutoring platform Yuanfudao receives $40 Million investment from Tencent]. Retrieved from http://tech.sina.com.cn/i/2016-05-31/doc-ifxsqxxu4729425.shtml
   Google Scholar
• Smith, H. M., & Betz, N. E. (2000). Development and validation of a scale of perceived social self-efficacy. Journal of Career Assessment, 8(3), 283–301. doi:10.1177/106907270000800306
   Web of Science ®Google Scholar
• Smyth, E. (2008). The more, the better? Intensity of involvement in private tuition and examination performance. Educational Research and Evaluation, 14(5), 465–476. doi:10.1080/13803610802246395
   Google Scholar
• Sun, J., & Hsu, Y. (2013). Effect of interactivity on learner perceptions in Web-based instruction. Computers in Human Behavior, 29(1), 171–184. doi:10.1016/j.chb.2012.08.002
   Web of Science ®Google Scholar
• Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747. doi:10.1016/j.chb.2012.04.014
   Web of Science ®Google Scholar
• Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education - DISTANCE EDUC, 22, 306–331. doi:10.1080/0158791010220208
   Google Scholar
• Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23–49. doi:10.1080/1463631022000005016
   Google Scholar
• Swan, K., & Shih, L.-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
   Google Scholar
• Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. doi:10.3102/00346543076001093
   Web of Science ®Google Scholar
• Technavio. (2018, May). K-12 education market in GCC 2018–2022. Retrieved from https://www.technavio.com/report/k-12-education-market-in-gcc-analysis-share-2018
   Google Scholar
• Tencent Education. (2016, December). Jiandanxuexi wang zhangli: Rang xuesheng zhenzheng zai kecheng li you shouhuo [jd100.com: Let students really gain in the course]. Retrieved from https://edu.qq.com/a/20161201/027710.htm
   Google Scholar
• Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated communication effects on disclosure, impressions, and interpersonal evaluations: Getting to know one another a bit at a time. Human Communication Research, 28(3), 317–348. doi:10.1111/j.1468-2958.2002.tb00811.x
   Web of Science ®Google Scholar
• Tsuei, M. (2012). Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Computers & Education, 58(4), 1171–1182. doi:10.1016/j.compedu.2011.11.025
   Web of Science ®Google Scholar
• Tu, C.-H. (2000). On-line learning migration: From social learning theory to social presence theory in a CMC environment. Journal of Network and Computer Applications, 23(1), 27–37. doi:10.1006/jnca.1999.0099
   Web of Science ®Google Scholar
• Tu, C.-H. (2001). How Chinese perceive social presence: An examination of interaction in online learning environment. Educational Media International, 38(1), 45–60. doi:10.1080/09523980010021235
   Google Scholar
• Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131–150. doi:10.1207/S15389286AJDE1603_2
   Google Scholar
• Unger, D. G., & Wandersman, A. (1985). The importance of neighbors: The social, cognitive, and affective components of neighboring. American Journal of Community Psychology, 13(2), 139–169. doi:10.1007/BF00905726
   Web of Science ®Google Scholar
• Valcke, M., Zhu, C., & Schellens, T. (2009). A cross‐cultural study of online collaborative learning. Multicultural Education & Technology Journal, 3(1), 33–46. doi:10.1108/17504970910951138
   Google Scholar
• Vaughan, N. D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. The Internet and Higher Education, 13(1), 60–65. doi:10.1016/j.iheduc.2009.10.007
   Web of Science ®Google Scholar
• Ventura, A., & Jang, S. (2010). Private tutoring through the internet: Globalization and offshoring. Asia Pacific Education Review, 11(1), 59–68. doi:10.1007/s12564-009-9065-5
   Web of Science ®Google Scholar
• Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. American Journal of Distance Education, 13(3), 22–36. doi:10.1080/08923649909527033
   Google Scholar
• Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In T. Connolly, & L. Boyle (Eds.), Proceedings from the 10th European conference of game based learning (pp. 737–748). Paisley, Scotland: Academic Conferences and Publishing International Limited.
   Google Scholar
• Wang, S.-K., & Hsu, H.-Y. (2008). Use of the webinar tool (Elluminate) to support training: The effects of webinar-learning implementation from student-trainers’ perspective. Journal of Interactive Online Learning, 7(3), 175–194.
   Google Scholar
• Wei, C.-W., Chen, N.-S., & Kinshuk. (2012). A model for social presence in online classrooms. Educational Technology Research and Development, 60(3), 529–545. doi:10.1007/s11423-012-9234-9
   Web of Science ®Google Scholar
• Wiener, M., & Mehrabian, A. (1968). Language within language: Immediacy, a channel in verbal communication. Retrieved from https://books.google.com/books/about/Language_Within_Language.html?hl=zh-CN&id=m-6rv45JCnEC
   Google Scholar
• Xie, X. (2010). Why are students quiet? Looking at the Chinese context and beyond. ELT Journal, 64(1), 10–20. doi:10.1093/elt/ccp060
   Web of Science ®Google Scholar
• Yamada, M. (2009). The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study. Computers & Education, 52(4), 820–833. doi:10.1016/j.compedu.2008.12.007
   Web of Science ®Google Scholar
• Yen, C.-J., & Tu, C.-H. (2011). A multiple-group confirmatory factor analysis of the scores for online social presence: Do they measure the same thing across cultural groups? Journal of Educational Computing Research, 44(2), 219–242. doi:10.2190/EC.44.2.e
   Web of Science ®Google Scholar
• Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539–553. doi:10.1111/j.1944-9720.1990.tb00424.x
   Web of Science ®Google Scholar
• Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Education Review, 14(4), 495–509. doi:10.1007/s12564-013-9276-7
   Web of Science ®Google Scholar
• Zhang, W., & Bray, M. (2018). Equalising schooling, unequalising private supplementary tutoring: Access and tracking through shadow education in China. Oxford Review of Education, 44(2), 221–238. doi:10.1080/03054985.2017.1389710
   Web of Science ®Google Scholar
• Zhao, H., Sullivan, K. P. H., & Mellenius, I. (2014). Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups. British Journal of Educational Technology, 45(5), 807–819. doi:10.1111/bjet.12094
   Web of Science ®Google Scholar
• Zhou, Y. R., Knoke, D., & Sakamoto, I. (2005). Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), 287–311. doi:10.1080/13603110500075180
   Google Scholar