This study examines how interactions in class WhatsApp groups impact students' motivation and academic achievements. The research incorporates both qualitative and quantitative analyses to explore associations between various types of interactions and academic performance. Key findings reveal a strong positive correlation between students'…

The aim of this study is to investigate whether an interactive self-regulation scaffolding increases levels of online learners' self-regulated learning skills, course participation, and learning performance. The intervention utilizes a dialog approach with an intelligent conversational agent to scaffold learners' self-regulated learning. Fifty-six…

With the increased use of social media there is a growing interest in using social interaction and social presence in education. Despite this phenomenon, no appropriate methodology was found on effective integrating of both concepts into online learning. In this study, we propose integrating two different kinds of learning tools to provide social…

The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted…

First-year university students (n = 185) completed an online questionnaire that allowed comparison of those who reported studying on-campus with those who reported studying fully-online. Independent sample t-tests compared the means of students in the two study modes on demographics, frequency of use of digital technology and metacognitive…