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Authors: Sannyuya Liu 1 ; Huanyou Chai 2 ; Zhi Liu 3 ; Niels Pinkwart 4 ; Xue Han 2 and Tianhui Hu 3

Affiliations: 1 National Engineering Laboratory for Educational Big Data, Central China Normal University, Luoyu Road 152, 430079 Wuhan, China, National Engineering Research Center for E-Learning, Central China Normal University, Luoyu Road 152, 430079 Wuhan and China ; 2 National Engineering Research Center for E-Learning, Central China Normal University, Luoyu Road 152, 430079 Wuhan and China ; 3 National Engineering Laboratory for Educational Big Data, Central China Normal University, Luoyu Road 152, 430079 Wuhan and China ; 4 Department of Computer Science, Humboldt University of Berlin, Unter den Linden 6, 10099 Berlin and Germany

ISBN: 978-989-758-367-4

Keyword(s): Social Centrality, Proactive Personality, Social Network Analysis, Learning Performance, SPOCs.

Related Ontology Subjects/Areas/Topics: Computer-Supported Education ; e-Learning ; e-Learning Platforms ; Information Technologies Supporting Learning ; Learning Analytics ; Simulation and Modeling ; Simulation Tools and Platforms ; Synchronous and Asynchronous Learning

Abstract: Due to the adaptability and manageability in small-scale class teaching, Small Private Online Courses (SPOCs) have become a highly important learning apparatus in higher education. However, what psychological and social factors affect learning outcomes in SPOCs remains to be explored. This study aims to investigate the effects of proactive personality and social centrality on learning performance in the SPOCs context. On the one hand, we examine the independent effects of proactive personality and social centrality respectively. On the other hand, the combined effect of them is studied to gain a comprehensive understanding of the roles of psychological and social factors in students’ SPOCs learning process. Results from correlation analyses indicate that proactive personality and social centralities are significantly correlated with learning performance. Further regression and ANOVA analyses demonstrate the applicability of the two models of indirection and interaction effects respect ively. (More)

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Paper citation in several formats:
Liu, S.; Chai, H.; Liu, Z.; Pinkwart, N.; Han, X. and Hu, T. (2019). Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs.In Proceedings of the 11th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-367-4, pages 481-487. DOI: 10.5220/0007756604810487

@conference{csedu19,
author={Sannyuya Liu. and Huanyou Chai. and Zhi Liu. and Niels Pinkwart. and Xue Han. and Tianhui Hu.},
title={Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs},
booktitle={Proceedings of the 11th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2019},
pages={481-487},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0007756604810487},
isbn={978-989-758-367-4},
}

TY - CONF

JO - Proceedings of the 11th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Effects of Proactive Personality and Social Centrality on Learning Performance in SPOCs
SN - 978-989-758-367-4
AU - Liu, S.
AU - Chai, H.
AU - Liu, Z.
AU - Pinkwart, N.
AU - Han, X.
AU - Hu, T.
PY - 2019
SP - 481
EP - 487
DO - 10.5220/0007756604810487

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