Editorial

Knowledge Management Research & Practice -     

Eye movements of monkeys during performance of ambiguous cue problems

Learning & Behavior - Eye movements of four stumptailed monkeys were measured during performance of simple and ambiguous form discriminations. Duration of fixations increased during learning of...     

A sequential analysis of responses in online debates to postings of students exhibiting high versus low grammar and spelling errors

Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student’s grammar and spelling errors affect how other students respond to the student’s postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students’ replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students’ grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.     

The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation

In this study we examined response patterns in exchanges between males and females and their effects on gender participation in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed no differences in number of critiques posted in response to arguments because females were just as likely as males to critique messages from both males and females, and because females responded to males with critiques at a higher than expected frequency. Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented approach to explain and predict gender differences in participation and serve as a framework for future research on gender participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving.     

Sharing Roles and Responsibilities in Initial Teacher Training: Perceptions of some key players

This paper examines perceptions of roles and responsibilities in primary and secondary initial teacher education following a sustained period of increase in the involvement of schools. The paper reports findings from a survey of higher education staff, school-based mentors and student teachers, which sought information about their perceptions of roles and responsibilities. A postal survey was followed up by telephone interviews. We found broad levels of agreement between all three partners in the training process and across primary and secondary phases. We found no evidence of a wish on the part of schools to assume greater responsibility for training student teachers. All three parties involved in the survey were able to articulate clearly areas of student professional development where they see complementary roles for school and higher education.