Help Seeking Sources in Online Classes: A Mixed-Method Examination of Preferences and Threat

• In Event: 72.016 - Online Learning: Engagement, Feedback, and Motivation

Abstract

Traditional classroom teachers often witness physical and social cues of student bewilderment and simply offer help. However, the absence of cues in online instruction makes it even more important for students enrolled in online courses to initiate dialogue and seek help when needed. This mixed methods study (N=48) examined how the threat associated with each available online help-seeking source related to the intention for students to use each source to seek help as well as how these sources related to students’ adaptive and avoidant seeking tendencies. As expected, regardless of source adaptive help-seekers intended to seek help more than avoidant help-seekers. Analyses of responses to open ended questions provide distinct recommendations for improving online help-seeking.

Authors

• Philip M. Reeves, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University