Exploring students’ perceptions of identity and helper heuristics in the online classroom discussion board

Xialing Lin, Renee Kaufmann, Stephen A. Spates, Kenneth A. Lachlan, Patric R. Spence

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Although applied to numerous communication contexts, affordance approaches have yet to receive sustained attention in the instructional literature. The ongoing migration to online pedagogy suggests a need to examine the impact of technological affordances and communication in Learning Management Systems. To that end, an experimental study investigated the responses of undergraduate students to a course management page, in which the presence or absence of peer identity and the helper heuristic on evaluations of fellow students were manipulated. The results suggest that the helper heuristic—but not identity cues—positively impacted perceptions of source credibility, attractiveness, perceptions of an assignment-related message, and student rapport. Findings are discussed in terms of both theoretical and instructional relevance.

Original languageEnglish
Pages (from-to)108-124
Number of pages17
JournalCommunication Education
Volume71
Issue number2
DOIs
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2021 National Communication Association.

Keywords

  • Learning Management Systems (LMS)
  • helper heuristics
  • identity heuristics
  • online discussion boards
  • source credibility

ASJC Scopus subject areas

  • Communication
  • Education
  • Language and Linguistics

Fingerprint

Dive into the research topics of 'Exploring students’ perceptions of identity and helper heuristics in the online classroom discussion board'. Together they form a unique fingerprint.

Cite this