RT Journal Article
T1 Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment.
A1 Molinillo-Jiménez, Sebastián
A1 Aguilar-Illescas, Rocío
A1 Anaya-Sánchez, Rafael
A1 Vallespín-Arán, María Luisa
K1 Enseñanza - Innovaciones
K1 Tecnología educativa
K1 Enseñanza superior - Efectos de las innovaciones tecnológicas
AB This study examines the influence of social presence, interactions (student-student and teacher-student) and emotional engagement on active learning within the context of social web-based collaborative learning (SWBCL). In order to accomplish this objective, an empirical study was conducted with 416 students from two universities, organized into groups of 4 or 5 students, who were instructed to complete a collaborative project over the course of one semester. At the end of the project, the students filled out a questionnaire and the resulting data was analyzed using the partial least squares (PLS) technique. The results suggest that social presence and teacher-student interaction have a positive influence on students’ active learning, both directly and indirectly, through emotional engagement. This variable also mediates the influence of student-student interactions, which have a less significant impact on active learning than the other analyzed variables. Consequently, this study offers important contributions to the study and practice of active learning in a SWBCL environment.
PB Elsevier
YR 2018
FD 2018-05-03
LK https://hdl.handle.net/10630/28488
UL https://hdl.handle.net/10630/28488
LA eng
NO Molinillo, S., Aguilar-Illescas, R., Anaya-Sánchez, R., & Vallespín-Arán, M. (2018). Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment. Computers & Education, 123, 41-52.
NO Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/27886 (submitted version)
NO The authors would like to thank all the students who participated in this study. The work presented in this paper was supported by an internal grant at the Universidad de Málaga, Andalucía Tech (Spain), Proyecto de Innovación Educativa [grant number PIE15-92].
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 31 ene 2026