Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors

While a great deal of research has studied the messages students contribute to electronic discussion forums, productive participation in online learning conversations requires more than just making posts. One important pre-condition for productive interactivity and knowledge construction is engagement with the posts contributed by others. In this study, these actions (how learners interact with the existing discussion; which posts they attend to, when, and how) are conceptualized as “online listening behaviors” and are studied in the context of a large undergraduate business course taught in a blended format. Clickstream data was collected for 96 participants from 3 week-long online discussions to solve organizational behavior challenges in groups of 10–13. Listening behaviors accounted for almost three-quarters of the time learners spent in the discussions, and cluster analysis identified three distinct patterns of behavior: (1) Superficial Listeners, Intermittent Talkers; (2) Concentrated Listeners, Integrated Talkers; and (3) Broad Listeners, Reflective Talkers. The clusters differed in the depth, breadth, temporal contiguity, and reflectivity of their listening as well as in their patterns of speaking. An illustrative case study of how the listening behaviors were enacted by one student from each cluster over time was used to deepen the characterization and interpretation of each cluster. The results indicate that online listening is a complex phenomenon and a substantial component of students’ participation in online discussions. Findings are compared to the previous work on student learning approaches and implications for practice and future research are discussed.     

Influence of vermicomposting on solid wastes decomposition kinetics in soils

The effect of vermicomposting on kinetic behavior of the products is not well recognized. An incubation study was conducted to investigate C mineralization kinetics of cow manure, sugarcane filter cake and their vermicomposts. Two different soils were treated with the four solid wastes at a rate of 0.5 g solid waste C per kg soil with three replications. Soils were incubated for 56 d. The CO2-C respired was monitored periodically and a first-order kinetic model was used to calculate the kinetic pa-rameters of C mineralization. Results indicated that the percentage of C mineralized during the incubation period ranged from 31.9% to 41.8% and 55.9% to 73.4% in the calcareous and acidic soils, respectively. The potentially mineralizable C (C0) of the treated soils was lower in the solid waste composts compared to their starting materials. Overall, it can be concluded that de-composable fraction of solid wastes has decreased due to vermicomposting.     

A kinetic approach to evaluate salinity effects on carbon mineralization in a plant residue-amended soil

The interaction of salinity stress and plant residue quality on C mineralization kinetics in soil is not well understood. A laboratory experiment was conducted to study the effects of salinity stress on C mineralization kinetics in a soil amended with alfalfa, wheat and corn residues. A factorial combination of two salinity levels （0.97 and 18.2 dS/m） and four levels of plant residues （control, alfalfa, wheat and corn） with three replications was performed. A first order kinetic model was used to describe the C mineralization and to calculate the potentially mineralizable C. The CO2-C evolved under non-saline condition, ranged from 814.6 to 4842.4 mg CO2-C/kg in control and alfalfa residue-amended soils, respectively. Salinization reduced the rates of CO2 evolution by 18.7%, 6.2% and 5.2% in alfalfa, wheat and corn residue-amended soils, respectively. Potentially mineralizable C （Co） was reduced significantly in salinized alfalfa residue-treated soils whereas, no significant difference was observed for control treatments as well as wheat and corn residue-treated soils. We concluded that the response pattern of C mineralization to salinity stress depended on the plant residue quality and duration of incubation.     

Written feedback provided by first-year engineering students,undergraduate teaching assistants,and educators on design project work

ABSTRACT

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.     

The decision-making and changing behavioural dynamics of potential higher education students: the impacts of increasing tuition fees in England

Recent changes in the English tuition fee policies have spurred a debate on the impacts on student choices for higher education. Expectations range from a sharp decrease in participation in higher education to relatively little change in student demand. We surveyed 1549 year 12 sixth-form students from four institutions spread geographically across England. We have broadened the approach to the study of student choice by not only considering the impact of going to higher education or not, but have included in our choice scenarios the consideration of looking for cheaper higher education alternatives and of looking for higher education abroad. This brings our study from a focus on widening participation and access into the realm of the dynamics of increasing choice in a globalised world. The data suggest that financial issues are key influencers. We conclude that the English higher education system may be confronted with significant changes in student choice patterns, given the study’s finding that students show high levels of anxiety and consequently consider a much broader range of study options: within or outside higher education; in publicly funded or for-profit institutions; and in the UK or elsewhere.     

Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course

This study presents three case studies of students' participation patterns in an online discussion to address the gap in our current understanding of how individuals experience asynchronous learning environments. Cases were constructed via microanalysis of log-file data, post contents, and the evolving discussion structure. The first student was Thorough, reading all the posts in the forum in sequence, revisiting different posts multiple times, and creating posts outside of the discussion tool. The second student was Self-Monitoring, revisiting his own posts multiple times, checking the discussion frequently for replies, and replying to or editing his posts in response. Finally, the third student was Independent, using the forum as a tool for her own individual reflection. The behaviors found for these cases are aligned with a theoretical taxonomy for participation proposed by Knowlton (2005). The value and limitations of the microanalytic case study approach are discussed, and implications for research and practice are suggested.