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ISSN:
2377-2891(Print); 2377-2905(Online)
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Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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Volume 8, No. 4, December 2022
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Enhancing Learner Engagement Using the Discussion Leaderboard: A Social Cognitive Perspective
Hong Shaddy
Johns Hopkins University, Baltimore, MD, USA
Abstract
—Over half of the college students in the U.S took at least one online course in 2019-2020. It is ever more important to deliver an interactive quality experience to a growing online learning community. Asynchronous discussion forum is a widely used tool to help accomplish that goal and to develop reciprocity and cooperation among students, a foundational practice in education. However, it is often challenging to make online discussion forums a venue for meaningful learning. A review of the literature points to low student participation and engagement as a top challenge. This study applies social cognitive theory to address the issue. In social cognitive view, there are three sets of (triadic) determinants: personal factors, behavior, and environmental events interacting mutually in online discussion forums. The study posits that a leaderboard can trigger personal and environmental influences on learner behavior changes to foster discussion forum participation. A student-facing discussion leaderboard was implemented in a graduate engineering elective at a private research university in the U.S. in Summer and Fall 2021. The findings indicate the leaderboard intervention instigates the interaction between self-efficacy (personal factor) and social modeling (environmental influence) and contributes to the improvement of learner engagement.
Index Terms—
learner engagement, social cognitive theory, self-efficacy, social modeling
Cite: Hong Shaddy, "Enhancing Learner Engagement Using the Discussion Leaderboard: A Social Cognitive Perspective," International Journal of Learning and Teaching, Vol. 8, No. 4, pp. 219-223, December 2022. doi: 10.18178/ijlt.8.4.219-223
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License (
CC BY-NC-ND 4.0
), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.
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