Acknowledging the importance of teacher–student relationship for effective learning experiences, the present study examined the role of teacher self-disclosure and social presence in online education. An online survey was conducted from a sample of 262 undergraduate students with online class experiences. The findings suggest that students’ perception toward teacher self-disclosure increased students’ feeling of social presence about their teacher. Then, social presence in turn led to teacher–student relationship satisfaction, which ultimately increased perceived knowledge gain. Importantly, the association between teacher self-disclosure and teacher–student relationship satisfaction was mediated by social presence.
|Number of pages||8|
|Journal||International Journal of Human-Computer Interaction|
|Publication status||Published - 2019 Apr 3|
Bibliographical noteFunding Information:
This work was supported by the Gachon University Research Fund of 2016: [Grant Number GCU-20160081].
© 2018, © 2018 Taylor & Francis Group, LLC.
All Science Journal Classification (ASJC) codes
- Human Factors and Ergonomics
- Human-Computer Interaction
- Computer Science Applications