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.

摘要

尽管适用于许多交流环境，但可供性方法尚未在教学文献中得到持续关注。向在线教学法的持续迁移表明，有必要检查技术可供性和交流对学习管理系统的影响。为此，一项实验研究调查了本科生对课程管理页面的反应，其中对同伴身份的存在或不存在以及对同学评估的帮助启发式进行了操作。结果表明，辅助启发式（而非身份提示）对来源可信度、吸引力、对作业相关信息的感知和学生融洽关系的感知产生了积极影响。研究结果在理论和教学相关性方面进行了讨论。