Encouraging people to embrace feedback-seeking in online learning: An investigation of informational and relational drivers

Purpose The purpose of this paper is to examine the impacts of perceived informational value and perceived relational value on feedback-seeking intention in online communities of inquiry (OCoIs). To develop an integrated theoretical framework, the antecedents of perceived informational value and perceived relational value are also investigated. Design/methodology/approach This study builds on the relational communication theory (RCT) and the social psychology perspective to develop an integrated research model regarding feedback-seeking. Hypotheses were empirically tested using data collected from 262 subjects who are members of OCoIs. Findings The results indicate that feedback-seeking intention is positively affected by perceived informational and relational value of feedback-seeking. Furthermore, perceived informational value partially mediates the effects of feedback-seeking self-efficacy and learning goal orientation on feedback-seeking intention; perceived relational value partially mediates the effects of social influence and social risk on feedback-seeking intention. Practical implications The results suggest that practitioners can promote feedback-seeking by enhancing learners’ informational and relational dependencies on OCoIs. To achieve effective online learning, practitioners should consider learners’ characteristics to provide personalized learning interventions. Originality/value This study advances RCT and the social psychology perspective to develop an integrated model for understanding feedback-seeking. The empirical results complement information-related explanations of feedback-seeking by finding that a relationship-related explanation is more important for promoting feedback-seeking in OCoIs. The proposed model also indicates that tolerance for ambiguity serves as a moderator in the relationship between perceived informational value and its antecedents.