What social factors influence learners' continuous intention in online learning? A social presence perspective

Abstract

Purpose

The perception of an inferior learning experience is the main challenge for online learning, which leads to higher dropout rates in online courses. The purpose of this paper focuses on investigating how the multi-dimensional construct of social presence would affect the behavior of online learners.

Design/methodology/approach

A conceptual model that describes online learner behaviors is proposed by including the four social presence variables, learning satisfaction and continuance intention, which is examined via the data collected by a survey of 237 online learners from a typical online learning platform in China. The relationships between variables were tested via structural equation modeling.

Findings

The results revealed that the intimate and immersive social factors have positive impacts on learning satisfaction, which in turn results in continuous intention in online learning. Thus, online learning platform providers should seriously consider building an intimate and immersive online environment for learners. Furthermore, this research provides a more comprehensive understanding of online learning from a social presence perspective for researchers and practitioners.

Originality/value

The study contributes to a better understanding of the social presence which is conceptualized as a four-dimensional construct, and shows how social factors influence learning satisfaction and continuous intention, providing a deeper understanding of the core relationship between social aspects and learning performance in online learning.

Citation

Guo, Q., Zeng, Q. and Zhang, L. (2023), "What social factors influence learners' continuous intention in online learning? A social presence perspective", Information Technology & People, Vol. 36 No. 3, pp. 1076-1094. https://doi.org/10.1108/ITP-02-2021-0151