How Do Mobile Social Apps Matter for College Students’ Satisfaction in Group-Based Learning? The Mediation of Collaborative Learning
Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the...
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| Published in | Frontiers in psychology Vol. 13; p. 795660 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Switzerland
Frontiers Media S.A
25.02.2022
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1664-1078 1664-1078 |
| DOI | 10.3389/fpsyg.2022.795660 |
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| Abstract | Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students’ satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps’ functions affect course satisfaction from the perspective of Media Richness theory and the Uses and Gratifications (U and G) theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: (1) only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; (2) knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. |
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| AbstractList | Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students' satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps' functions affect course satisfaction from the perspective of Media Richness theory and the Uses and Gratifications (U and G) theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: (1) only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; (2) knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed.Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students' satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps' functions affect course satisfaction from the perspective of Media Richness theory and the Uses and Gratifications (U and G) theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: (1) only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; (2) knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students' satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps' functions affect course satisfaction from the perspective of Media Richness theory and the Uses and Gratifications (U and G) theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: (1) only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; (2) knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed. |
| Author | Xu, Dongming Tian, Fangqing Wang, Xuyan Zhang, Renyu Wang, Xiaojiong |
| AuthorAffiliation | 1 The College of Management and Economics, Tianjin University , Tianjin , China 3 Institutes of Science and Development, Chinese Academy of Sciences , Beijing , China 2 PowerChina Leasing Co. Ltd. , Beijing , China 4 Business School, The University of Queensland , Brisbane, QLD , Australia |
| AuthorAffiliation_xml | – name: 2 PowerChina Leasing Co. Ltd. , Beijing , China – name: 1 The College of Management and Economics, Tianjin University , Tianjin , China – name: 3 Institutes of Science and Development, Chinese Academy of Sciences , Beijing , China – name: 4 Business School, The University of Queensland , Brisbane, QLD , Australia |
| Author_xml | – sequence: 1 givenname: Xuyan surname: Wang fullname: Wang, Xuyan – sequence: 2 givenname: Renyu surname: Zhang fullname: Zhang, Renyu – sequence: 3 givenname: Xiaojiong surname: Wang fullname: Wang, Xiaojiong – sequence: 4 givenname: Dongming surname: Xu fullname: Xu, Dongming – sequence: 5 givenname: Fangqing surname: Tian fullname: Tian, Fangqing |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35282215$$D View this record in MEDLINE/PubMed |
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| Copyright | Copyright © 2022 Wang, Zhang, Wang, Xu and Tian. Copyright © 2022 Wang, Zhang, Wang, Xu and Tian. 2022 Wang, Zhang, Wang, Xu and Tian |
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| Keywords | knowledge sharing collaborative learning mobile social apps course satisfaction structural equation model |
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| License | Copyright © 2022 Wang, Zhang, Wang, Xu and Tian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
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| Title | How Do Mobile Social Apps Matter for College Students’ Satisfaction in Group-Based Learning? The Mediation of Collaborative Learning |
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