{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T22:30:07Z","timestamp":1785969007860,"version":"3.56.0"},"reference-count":82,"publisher":"Emerald","issue":"4","license":[{"start":{"date-parts":[[2022,6,28]],"date-time":"2022-06-28T00:00:00Z","timestamp":1656374400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITP"],"published-print":{"date-parts":[[2023,5,4]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies\/comments (e.g. \u201cagree,\u201d \u201cI see,\u201d \u201cthank you,\u201d \u201cme too\u201d) and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014\u20132018. An ordinary least squares model is used to analyze the data and test the hypotheses.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>Online listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itp-09-2021-0687","type":"journal-article","created":{"date-parts":[[2022,6,28]],"date-time":"2022-06-28T01:48:06Z","timestamp":1656380886000},"page":"1509-1532","source":"Crossref","is-referenced-by-count":10,"title":["Online listening responses and e-learning performance"],"prefix":"10.1108","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5301-9061","authenticated-orcid":false,"given":"Zhao","family":"Du","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4263-1604","authenticated-orcid":false,"given":"Fang","family":"Wang","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shan","family":"Wang","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3749-2550","authenticated-orcid":false,"given":"Xiao","family":"Xiao","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2022,6,28]]},"reference":[{"issue":"3","key":"key2023050210241436000_ref001","first-page":"413","article-title":"Systematic review of discussion forums in massive open online courses (MOOCs)","volume":"12","year":"2018","journal-title":"IEEE Transactions on Learning Technologies"},{"key":"key2023050210241436000_ref002","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1016\/j.compedu.2017.11.002","article-title":"Needle in a haystack: identifying learner posts that require urgent response in MOOC discussion forums","volume":"118","year":"2018","journal-title":"Computers and Education"},{"issue":"1","key":"key2023050210241436000_ref003","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1016\/j.im.2018.06.003","article-title":"Gamification: a key determinant of massive open online course (MOOC) success","volume":"56","year":"2019","journal-title":"Information and Management"},{"key":"key2023050210241436000_ref004","article-title":"Predicting student retention in massive open online courses using hidden Markov models","year":"2013"},{"issue":"6","key":"key2023050210241436000_ref005","doi-asserted-by":"crossref","first-page":"941","DOI":"10.1037\/0022-3514.79.6.941","article-title":"Listeners as co-narrators","volume":"79","year":"2000","journal-title":"Journal of Personality and Social Psychology"},{"issue":"3","key":"key2023050210241436000_ref082","doi-asserted-by":"crossref","first-page":"1249","DOI":"10.1016\/j.chb.2004.12.003","article-title":"The who and the what of usage of two cancer online communities","volume":"23","year":"2007","journal-title":"Computers in Human Behavior"},{"key":"key2023050210241436000_ref006","doi-asserted-by":"crossref","unstructured":"Bollen, K.A. and Pearl, J. 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