Adult Learner Participation in an Online Degree Program: A program‐level study of voluntary computer‐mediated communication

Several studies examining computer‐mediated communications (CMC) in online courses have found low levels of participation under both voluntary (ungraded) and mandatory (graded) conditions. This is troubling since student participation is widely considered to have a positive impact on performance. Program‐level data were analyzed to explore the relationship between three factors—(1) experience with previous online courses, (2) the course itself, and (3) the instructor—and subsequent participation. All three factors separately impacted participation levels in this voluntary CMC setting. Based on the findings, the authors recommend that researchers using CMC participation level as a study variable consider controlling for three global factors: previous online course experience, course, and instructor. Finally, the relationship between participation level and subsequent performance is tested, and the potential benefits of conducting future CMC research in voluntary discussion settings and with program‐level data are discussed.     

The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.     

THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST‐ANXIOUS ADOLESCENTS’ ACADEMIC SELF‐REGULATION

Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation.     

THE MEDIATING ROLE OF SOCIO‐MOTIVATIONAL RELATIONSHIPS IN THE INTERPLAY OF PERCEIVED STRESS,NEUROTICISM, AND TEST ANXIETY AMONG ADOLESCENT STUDENTS

In this study, we examined whether socio‐motivational relationships, such as student–student relationships (SSR) and teacher–student relationships (TSR), as well as peers as positive motivators (PPM) and teachers as positive motivators (TPM), would mediate the association of both perceived stress and neuroticism with test anxiety in 1,088 German students from grades seven and eight. Results from structural equation modeling revealed that a high quality of SSR mediated the relationship between neuroticism and test anxiety, which was not the case for TSR. Furthermore, both PPM and TPM acted as mediators in all hypothesized associations. Interestingly, although a high quality of SSR mitigated feelings of test anxiety, PPM and TPM intensified test anxiety in neurotic students. The role of social relationships as protective factors as well as risk factors is discussed, as are the implications of the findings for educators, school psychologists, and teachers.     

The jury is still out: Psychoemotional support in peer e-mentoring for transition to university

This study investigates how computer mediated communication (CMC) can sustain nourishing and emotionally enriching peer mentoring relations. A peer electronic mentoring program was implemented in an Irish university to facilitate freshmen's transition to college. A sample of 123 participants (42 mentors and 81 mentees) was evaluated with a combination of mixed methods including a pre-program adjustment scale, online participation records, content analysis of online interactions and end of program interviews. Results reveal that volunteer freshmen experienced greater psychoemotional needs than the general student population. Personal and emotional interactions often developed, especially if the mentoring pair met face-to-face first and the fresher did not have an alternative support network. However, mentors often expected to develop intimate and lasting support relationships while mentees did not always share this expectation. Perceptions of CMC were strongly determined by individual preferences. Implications for e-mentoring programs and Web 2.0 use are discussed.     

A comparison of influence strategies utilized by managers in American and Japanese organizations

This study is a preliminary investigation of computer‐mediated communication (CMC) as a functional alternative to face‐to‐face communication. We examined the relationships between motives for using the Internet as a CMC channel and motives for face‐to‐face interactions as well as the influence of locus of control and communication apprehension as antecedents of face‐to‐face and mediated interactions. We surveyed a sample (N=132) of Internet users and tested the hypothesis that no differences exist between CMC and interpersonal communication motives (i.e., that they would be functional alternatives). We also used MANOVA and ANOVA procedures to see if main and interaction effects existed for high and low locus of control and high and low CMC apprehension respondents on interpersonal and media motives. Results indicated CMC Apprehension main effect differences for communication motives, and that use of the Internet as a communication channel is not perceived as a functional alternative to face‐to‐face communication.     

Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students

Whereas there has been strong advocacy of the value of writing for learning in science, the role of student planning in this approach and the relationships between planning, writing, and learning have been underresearched. Our mixed method study aimed to address this issue by seeking to identify quantitative differences in learning outcomes between two groups of students exposed to varying degrees of planning activities in writing‐to‐learn experiences. We also identified differences in learning outcomes between a group of students with two writing experiences and a group with one writing experience. Results indicate that students with planned writing activities did not score significantly better on conceptual questions as a group than students who had delayed planning experiences. Students with two writing experiences as opposed to one also scored significantly better as a group on answering conceptual questions both immediately after the writing experience and on a test 8 weeks after the unit. The difference in writing treatment initially significantly affected males compared with females but this effect disappeared with further opportunities to write. Students' comments provide support for using nontraditional writing tasks as a means to assist learning, particularly when the focus is on an audience different from the teacher. In reporting on different learning outcomes for the two groups, we consider various implications including identification of some key conditions for student writing to serve learning. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 186–210, 2004     

在线学习环境中课程完成原因探析(英文)

很多提供在线课程的教育机构所面临的一大挑战就是开发能够提高学生动机的教学策略,从而提高课程和项目的完成率.本研究利用Eastmond(1994)开发的"基于计算机会议的成人远程学习框架"(Adult Distance Study through Computer Conferencing,简称ADSCC),探讨了学习者的准备情况、在线特征、与计算机媒介传播(Computer Mediated Communication,tuj tq CMC)相关的学习方法等因素是否会影响虚拟学习环境中学生自备课程完成情况.研究结果表明,以上因素与课程完成情况有着显著的正相关.同时研究还发现,自我动机、对技术的信任,以及技术的易用等是在线学习环境中课程完成的主要原因.     

Reflectors as online extraverts?

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.     

Self-Regulation and School Readiness

RESEARCH FINDINGS: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. PRACTICE OR POLICY: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.     

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.     

Perspectives of Online Graduate Preparation Programs for Student Affairs Professionals

Abstract

This exploratory research study utilized qualitative and quantitative research methods to determine how midlevel student affairs professionals perceive online education for preparation in the field. The participants noted that they do not perceive online education as equivalent to master's degree preparation programs for student affairs professionals that take place in traditional face-to-face classrooms. Professionals place a high value on experience and personal contact with faculty, peers, and administrators throughout the educational experience and the participants do not perceive this as available through online education.     

An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science

As part of a long‐term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4–6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science education research that students need to understand and link different representational modes, such as graphic and verbal modes, in learning to think and act scientifically. This exploratory study used a multi‐site case‐study approach employing qualitative and quantitative methods. The findings indicated that while teachers used various modes to engage students and assess learning, they were not systematic in their focus on student integration and translation across modes. The study found that various factors affected students’ understanding of different modes, and that students who recognised relationships between modes demonstrated better conceptual understandings than students who lacked this knowledge.     

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.     

Child race and gender as moderators of the association between teacher–child relationships and school adjustment

This investigation examines teacher and child perceptions of teacher–child relationships and early school adjustment among children (N = 157) in low‐income urban schools. Consistent with prior research, findings indicated that teacher–child relationships were associated with early school adjustment; however, the strength of this association varied depending on perspective (i.e., teacher vs. student) and by student characteristic. Associations between predictor and criterion variables were stronger for within‐rater perspectives than across raters. Children's race moderated the association between teacher–child relationships and early school adjustment when examining data from the same source (i.e., teacher) and across raters (i.e., teacher and student). Gender did not moderate these associations. The implications of these findings for future research focused on understanding teacher–child relationships are discussed. © 2008 Wiley Periodicals, Inc.     

Accuracy of students' self‐assessment and their beliefs about its utility

The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.     

Teachers “in the making”: Building accounts of teaching

In this paper, mentoring practices during internship in teacher education are identified as boundary activities between schools and universities. By using the notions of common places and accounting practices, the emerging discourses of student teachers and mentors in a Norwegian school are explored to expand our understanding of how conceptual, practical and contextual resources are used to construct justified accounts of experiences. The results of this study indicate that during internship the student teachers learn ways of seeing, representing and talking about their experiences that are deemed relevant within the school's practice, using and transforming resources accordingly.     

An instructional paradigm for the teaching of computer-mediated communication

This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels of communicative proficiency and aims to heighten awareness, the understanding of the impact of media configurations, the role of cultures and social contexts in mediated communication, and forward research in the service of instructional designs for CMC. This paradigm broadens the scope of Hymes’ (Sociolinguistics, Harmondsworth: Penguin, 1972) theory of communicative competence, which is often applied to foreign language learning contexts, to include online interaction. The paradigm addresses the nuances of mediated communication through recognition of the situations and modes that intersect in online spaces. The paradigm is designed for learning situations that provide time and access to mediated environments where learners develop values for communication skill through practical experiences and structured reflection. This approach to creating instruction has at its core certain values, including risk-taking by participating in unfamiliar contexts, appreciating mediated-communication configurations as unique modalities, and placing CMC skills development within larger sets of pedagogical goals. This instructional paradigm does not assume that verbal fluency, grammatical competence, skill in either writing or speaking, nor membership in any age group translates directly to skill in CMC. The methods presented here have been selected because they build tolerance and appreciation for divergent viewpoints. The methods are (1) building interest by having learners select specific media situations, (2) facilitating collaboration by constructing safe spaces, (3) directly teaching CMC reading skills, (4) using examples and matched non-examples, (5) investigating CMC principles in real world examples through structured discussions, (6) showing the process of different communications’ development, and (7) using roles in discussion designs.     

Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context

This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment.     

Computer‐Mediated Communication: A Tool for Reconnecting Kids with Society

Abstract

Schools isolate students from society; instructional strategies often isolate students from one another. Computer‐mediated communication (CMC) brings students together as they work col‐laboratively with peers and adults in different sectors of the society. This article summarizes three studies that demonstrate the positive effect of electronic networking on students' reading and writing skills and their interest in meaningful educational activities. The data is used to argue for a reassessment of the relationship of students to society, and a role that CMC can play in the shifting relationship.