English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Previous research applied an affordance approach to the literature in instruction and pedagogy. Because of the continued trend in online instruction and course management, there exists a need to study the impact of technological affordances and communication in learning management systems. The current study replicates and extends research investigating the responses of undergraduate students to discussion comments on a course management page, in which the presence or absence of peer identity and the helper heuristic of fellow students were manipulated. Results suggest that the act of being helpful (through the helper heuristic) positively impacted source credibility, perceptions of an assignment-related message, and computer-mediated competence. Findings for student rapport and task attraction did not replicate. Furthermore, identity cues continue to be unrelated to the variables of interest. Findings are discussed in terms of both theoretical and instructional relevance.

Extending the understanding of online discussions: a replication of online students’ perceptions of identity and helper heuristics