Measuring perceived social presence in distributed learning groups

Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence.     

The use of keywords for delivering immediate performance feedback on teacher competence development

Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers’ performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback can be delivered – each keyword acts as a summary for the feedback message. The construction and the selection of the keywords is aimed at the reduction of message ambiguity, while at the same time a low level of cognitive load on the pre-service teacher must be maintained. An in vivo pilot-study with 40 respondents (pre-service teachers and their coaches) supported our hypothesis that usage of such sets of standardised keywords will mitigate the levels of ambiguity and cognitive load. These findings and other considerations for additional research using immediate performance are addressed.     

Predicting teachers’ use of digital learning materials: combining self-determination theory and the integrative model of behaviour prediction

In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers’ intention to use or not to use digital learning materials (DLMs). To understand the direct and indirect relationships between these variables, we replicated a study in which self-determination theory (SDT) and the theory of planned behaviour/integrated model of behaviour prediction (IMBP) are combined and a distinction was made between global level psychological needs, and contextual level as well as situational level motivational constructs. Using a sample of 1273 teachers, our preliminary findings support the findings of the previous study. The combined model potentially provides us with a more comprehensive explanation of teachers’ volitional behaviour regarding their use of DLMs in their pedagogical practices than would be possible on the basis of SDT or IMBP alone.     

The design and validation of an instrument to measure teachers’ professional development at work

After graduation, it is essential for teachers to continue working on their professional development since they need to be prepared for the requirements of tomorrow's knowledge- and technology-based society, a more varied student and pupil population creating new responsibilities, and higher social expectations from schools and the society as a whole. Although attention for teachers’ professional development at work is increasing, the availability of valid survey instruments that measure their participation in professional development at work is still limited. Based on a literature review, such an instrument was designed. This 21-item self-report measure, using a 4-point rating scale, makes an inventory of teachers’ participation in activities contributing to professional development. The purpose of the instrument is to make teachers, school leaders and other stakeholders aware of whether, and to what degree, teachers engage in learning at work. This is important because ultimately the quality of education depends on it. A survey was administered in 9 Dutch primary schools and 15 Dutch secondary schools. Exploratory and Confirmatory Factor Analysis confirmed a six-factor structure, and augments earlier findings in the field. The reliabilities of the six subscales were sufficient to good.     

Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain

ABSTRACT

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.     

Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude

Although Information and Communication Technology (ICT) seems a promising tool in an educational context, many teachers are reluctant to integrate it in their daily practice. A large scale survey was undertaken amongst primary and secondary school teachers in the Netherlands to explore possible determinants of the educational use of digital learning materials (DLMs) in order to develop interventions to reduce teachers’ reluctance to use ICT and more specifically to stimulate the use of DLMs. Basing on the Integrative Model of Behaviour Prediction it was conjectured that self-efficacy, attitude and subjective norm would take a central role in explaining the intention to use DLMs. Several other predictors were added to the conceptual model whose effects were hypothesized to be mediated by the three central variables. All conjectured relationships were found using mediation analysis on survey data from 1,484 teachers. Intention to use DLMs was most strongly determined by attitude, followed by self-efficacy. ICT skills was in its turn the strongest predictor of self-efficacy. Subjective norm played only a limited role in the intention to use DLMs. Basing on the outcome of this study, persuasive communication focusing on positive outcomes and skills based training seem appropriate interventions to promote a positive attitude towards DLM and improve self-efficacy in using DLMs.     

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.     

Refining success and dropout in massive open online courses based on the intention–behavior gap

In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their intentions and subsequent behaviour. An explorative study using two MOOCs was carried out to test the applicability of the typology. Following the traditional approach based on course completion to identify educational success, success rates were 6.5 and 5.6%. The success rates from the perspectives of the MOOC-taker were 59 and 70%. These findings demonstrate that merely looking at course completion as a measure for success does not suffice in the context of MOOCs. This change in addressing MOOC success and dropout provides an alternative view and demonstrates the importance of MOOC-takers’ perspectives.     

The development of an instrument to measure teachers’ inquiry habit of mind

In the present study the construct inquiry of mind explored and an instrument to measure it is proposed. Using three different samples, explorative and confirmative factor analyses were performed, resulting in three empirical dimensions that correspond to the three theoretical dimensions: 1) ‘value deep understanding,’ 2) ‘reserve judgment and tolerate ambiguity,’ and 3) ‘taking a range of perspectives and posing increasingly focused questions.’ Our findings suggest the teachers’ inquiry habit of mind scale has good psychometric properties making it useful not only for research that investigates teachers’ research attitude and intention to do research but also as an evaluation tool for the development of an inquiry habit of mind in both student teachers and teacher educators (in teacher education) as well as in experienced teachers (participating in professional development).     

Factors influencing the pursuit of personal learning goals in MOOCs

MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals.