Much is known about help seeking in face-to-face classrooms, but there is a limited understanding about how learners seek and provide help online. This study implemented a peer-help forum in an online technology course, and investigated students’ engagement in the forum, their perceptions, and the relationship between peer help and course performance. The findings suggested that students actively engaged in the peer help beyond the course requirements. Emerging themes are presented regarding the students’ online help-seeking and help-giving behaviors and their perceptions. In addition, help seeking was not significantly related to performance, but a significant interaction effect suggested that help seeking benefited the performance of a subgroup of the students–those who provided less help.
|Number of pages||13|
|Journal||American Journal of Distance Education|
|State||Published - Jul 3 2018|
Bibliographical notePublisher Copyright:
© 2018, © 2018 Taylor & Francis Group, LLC.
ASJC Scopus subject areas
- Computer Science Applications