Online behavior in virtual space: An empirical study on helping

Jung Lung Hsu, Wu Yuin Hwang, Yueh Min Huang, Jui Jung Liu

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Although previous studies have acknowledged that helping behavior has many potential benefits, little research has aimed at understanding which factors would possibly enhance helping behaviors among team members in CSCL environment. Accordingly, this study was intended to identify underlying factors leading learners to collaborate in virtual CSCL settings. A total of 100 undergraduate students enrolled in organizational behavior course participated in this study. Participants were divided into 20 work teams and were asked to collaborate with team members to successfully complete their team report on time. This study corroborated that social identity was a critical preceding antecedent of the engendering of learners' helping behaviors. According to our empirical results, learners strongly identifying themselves with the team perceived a high sense of norms of collaboration and a strong trust in team members, which in turn would result in the delivery of more helping behaviors. Implications for educators and instructors to enhance helping behaviors among team members in CSCL environment are also discussed in this paper.

Original languageEnglish
Pages (from-to)146-157
Number of pages12
JournalEducational Technology and Society
Issue number1
StatePublished - 2011


  • CSCL
  • Helping behavior
  • Norms of collaboration
  • Social identity
  • Trust


Dive into the research topics of 'Online behavior in virtual space: An empirical study on helping'. Together they form a unique fingerprint.

Cite this