{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/33236"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/33236","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Using collaborative filtering based recommendations to promote the social nature of online learning","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] Despite the supporting literature on the social nature of learning (Vygotsky, 1978; Bandura, 1977; Wenger, 1998), the online teaching environments at many of our colleges and universities still do not fully embraced the importance of social interactions in regards to learning. In response to this problem the Reid Activity Recommendation (REACTIR) mechanism was created to enhance the social nature of online learning within three course sites at a large Midwestern university. Leveraging the Tsai et al. (2008) framework for exploring the social nature of online learning, the REACTIR mechanism was designed to specifically impact the constructs of social ability, technology acceptance, and course usage. The results concluded that none of the major constructs of the social nature of online learning were impacted by the current REACTIR design. However, the quantitative findings did reveal that REACTIR positively impacted peer social presence in the larger course in the study, especially for individuals with low course usage. Additionally, almost 41% of the participants indicated that the REACTIR mechanism was at least somewhat useful. Finally, the qualitative analysis concluded that the attributes of the learning environment, as well as individual learner characteristics (e.g. student approach to learning) may play key roles in a course activity recommendation system and should be considered in future designs.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] Despite the supporting literature on the social nature of learning (Vygotsky, 1978; Bandura, 1977; Wenger, 1998), the online teaching environments at many of our colleges and universities still do not fully embraced the importance of social interactions in regards to learning. In response to this problem the Reid Activity Recommendation (REACTIR) mechanism was created to enhance the social nature of online learning within three course sites at a large Midwestern university. Leveraging the Tsai et al. (2008) framework for exploring the social nature of online learning, the REACTIR mechanism was designed to specifically impact the constructs of social ability, technology acceptance, and course usage. The results concluded that none of the major constructs of the social nature of online learning were impacted by the current REACTIR design. However, the quantitative findings did reveal that REACTIR positively impacted peer social presence in the larger course in the study, especially for individuals with low course usage. Additionally, almost 41% of the participants indicated that the REACTIR mechanism was at least somewhat useful. Finally, the qualitative analysis concluded that the attributes of the learning environment, as well as individual learner characteristics (e.g. student approach to learning) may play key roles in a course activity recommendation system and should be considered in future designs.","abstract_has_math":false,"creators":["Reid, David H."],"institution":"University of Missouri--Columbia","degree_name":"Ph. D.","degree_level":"Doctoral","degree_discipline":"Information science and learning technologies (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["Laffey, James M. (James Michael), 1949-"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:08:09Z","subjects":["online learning","social interactions","activity recommendation system"],"languages":["eng","English"],"rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/33236"],"render_values":[{"text":"https://doi.org/10.32469/10355/33236","href":"https://doi.org/10.32469/10355/33236","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/33236","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Laffey, James M. (James Michael), 1949-"]},{"key":"dc:creator","label":"Author","values":["Reid, David H."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-03-18T17:04:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-03-18T17:04:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Information science and learning technologies (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["online learning","social interactions","activity recommendation system"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Access to files is limited to the University of Missouri--Columbia with SSO login."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/33236"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/33236"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page (University of Missouri--Columbia, viewed on March 18, 2013).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. James Laffey","Includes bibliographical references.","Vita.","Ph. D. University of Missouri--Columbia 2012.","\"December 2012\""]},{"key":"dc:description.abstract","label":"Abstract","values":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] Despite the supporting literature on the social nature of learning (Vygotsky, 1978; Bandura, 1977; Wenger, 1998), the online teaching environments at many of our colleges and universities still do not fully embraced the importance of social interactions in regards to learning. In response to this problem the Reid Activity Recommendation (REACTIR) mechanism was created to enhance the social nature of online learning within three course sites at a large Midwestern university. Leveraging the Tsai et al. (2008) framework for exploring the social nature of online learning, the REACTIR mechanism was designed to specifically impact the constructs of social ability, technology acceptance, and course usage. The results concluded that none of the major constructs of the social nature of online learning were impacted by the current REACTIR design. However, the quantitative findings did reveal that REACTIR positively impacted peer social presence in the larger course in the study, especially for individuals with low course usage. Additionally, almost 41% of the participants indicated that the REACTIR mechanism was at least somewhat useful. Finally, the qualitative analysis concluded that the attributes of the learning environment, as well as individual learner characteristics (e.g. student approach to learning) may play key roles in a course activity recommendation system and should be considered in future designs."]},{"key":"dc:title","label":"Title","values":["Using collaborative filtering based recommendations to promote the social nature of online learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Laffey, James M. (James Michael), 1949-"],"dc:creator":["Reid, David H."],"dc:date.accessioned":["2013-03-18T17:04:01Z"],"dc:date.available":["2013-03-18T17:04:01Z"],"dc:date.issued":["2012"],"dc:description":["Title from PDF of title page (University of Missouri--Columbia, viewed on March 18, 2013).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. James Laffey","Includes bibliographical references.","Vita.","Ph. D. University of Missouri--Columbia 2012.","\"December 2012\""],"dc:description.abstract":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] Despite the supporting literature on the social nature of learning (Vygotsky, 1978; Bandura, 1977; Wenger, 1998), the online teaching environments at many of our colleges and universities still do not fully embraced the importance of social interactions in regards to learning. In response to this problem the Reid Activity Recommendation (REACTIR) mechanism was created to enhance the social nature of online learning within three course sites at a large Midwestern university. Leveraging the Tsai et al. (2008) framework for exploring the social nature of online learning, the REACTIR mechanism was designed to specifically impact the constructs of social ability, technology acceptance, and course usage. The results concluded that none of the major constructs of the social nature of online learning were impacted by the current REACTIR design. However, the quantitative findings did reveal that REACTIR positively impacted peer social presence in the larger course in the study, especially for individuals with low course usage. Additionally, almost 41% of the participants indicated that the REACTIR mechanism was at least somewhat useful. Finally, the qualitative analysis concluded that the attributes of the learning environment, as well as individual learner characteristics (e.g. student approach to learning) may play key roles in a course activity recommendation system and should be considered in future designs."],"dc:identifier.doi":["https://doi.org/10.32469/10355/33236"],"dc:identifier.uri":["https://hdl.handle.net/10355/33236"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"dc:subject":["online learning","social interactions","activity recommendation system"],"dc:title":["Using collaborative filtering based recommendations to promote the social nature of online learning"],"dc:type":["Thesis"],"thesis:degree_discipline":["Information science and learning technologies (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:08:09Z"}