Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions

Gaul, Cassandra; Kim, Min Kyu

doi:10.1007/s40692-020-00158-5

Cited by 6 publications

(3 citation statements)

References 49 publications

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“…Xie et al (2019) suggest that the co-regulatory influence of students in leadership roles depends on individual self-regulation; they found encouraging connections between the use of self-regulatory activities, perceived leadership and online postings conduct. In fact, learners who demonstrated high participation levels in asynchronous online forums were also most likely to have a chance to sharpen their leadership skill behaviours (Gaul & Kim, 2020). These findings suggest that leadership skill development increases with participation in ODF.…”

Section: Leadershipmentioning

confidence: 80%

FOSTERING 21st CENTURY SKILLS USING AN ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

Krish

2021

Malaysian Journal of Learning and Instruction

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Purpose – This study was initiated to explore students’ utilisation of the online discussionforum (ODF) via the university Learning Management System to assist English for Specific Purpose (ESP) students to execute and construct their final group task project, namely the Company Profile (CP). Methodology – A case study guided by Socio constructivism theory and Partnership of the 21st Century Learning Framework was employed. A total of 26 undergraduate students participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor and questions were posted to students via the portal in stages to carry out the discussion online. Besides the online postings in the platform, students reflected on their online learning experiences in their reflective journals and took part in the interviews. The findings were qualitatively analysed and reported. Findings – The findings indicated that students value the learning experience and perceived the virtual setting as beneficial in assisting English language learning, as well as fostering the 21st century skills. The data from the online postings, reflective journals and interviews were grouped into several themes which provided significant aspects of their positive inclination in using ODF for their language learning facilitation and fostering of skills. The positive insight and impact on how the ODF assisted the students’ English language learning were realised in students’ Linguistic Attainment. Meanwhile, the idea of Flexibility Trait, Reference for Documentation, Confidence Increase and Attentiveness Provision were identified as influential factors on the students’ optimistic views on the usage of ODF. The students value the learning experience and also view the online environment as an inclusive venue to develop critical thinking, leadership, discipline, time management, and digital skills. Overall, this study revealed that practice in the virtual environment using ODF should be implemented in the English classroom with the belief that such mode of learning would contribute to the development language and enhancement of important skills for their future. Significance: The ODF platform demonstrated the potential for convenience, flexibility, and linguistic advancement amongst students for discussing and sharing knowledge relative to their CP construction and its execution. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, in which passive participants had more opportunities to express their opinions confidently. Keywords: Online discussion forum; English for Specific Purpose; language learning experience, 21st Century Skills.

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Section: Leadershipmentioning

confidence: 80%

FOSTERING 21st CENTURY SKILLS USING AN ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

Krish

2021

Malaysian Journal of Learning and Instruction

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“…Although asynchronous online discussions stimulate thinking processes and contribute to learning enhancement, ensuring students participate in these activities remains a key challenge for educators (Gaul & Kim, 2020). These have driven researchers to interrogate the dynamics of the discussions, including participation or interaction patterns, to enhance the existing body of knowledge.…”

Section: Participation Styles In Idfsmentioning

confidence: 99%

Social Anxiety in Online Instructional Discussion Forums: The Role of Participation Styles and Ict Infrastructure

Cinar,

Demir,

Keskin

2024

Turkish Online Journal of Distance Education

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Examination of the personal characteristics (i.e., gender, participation styles) of participants and the technical infrastructure (i.e., device type, internet connection type) of Instructional Discussion Forums (IDFs) can provide functional clues for mitigating social anxiety in these settings. In this context, this research investigated variances in learners' participation styles and social anxiety in IDFs in terms of gender and ICT availability. In addition, it explored the predictive relationships between participation styles and social anxiety. A sample of 272 freshman undergraduate students discussed various topics related to Internet ethics for three weeks through an IDF. The results indicated that participation styles differed by gender and ICT availability in several respects. First, handheld devices and cellular internet connections exerted a medium-size effect on social anxiety. Further, “to get information” and “to fulfill requirement” purposes in the “Why” dimension of participation styles had a small predictive relationship with social anxiety, as did “analytical” and “practical” participation approaches in the “How” dimension. Of these, only the “to get information” purpose negatively predicted social anxiety. Overall, participation styles accounted for 19.1% of the variance in social anxiety. Based on the findings, future directions and practical implications are suggested for both researchers and practitioners.

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“…Compared to analytics driven by a single data Ouyang et al International Journal of STEM Education (2022) 9:45 source, MMLA can better enrich the data collections of students' learning processes to help researchers understand the processes and environments of collaborative learning (Chatti et al, 2017;Di Mitri et al, 2021;Samuelsen et al, 2019). Moreover, multiple learning analytical methods are usually used in MMLA to analyze those data from multiple sources, including click stream analysis (e.g., Sun et al, 2021), video analysis (e.g., Khan, 2017), content analysis (e.g., Socratous & Ioannou, 2021), and discourse analysis (e.g., Gaul & Kim, 2020). In addition, collaborative programming is a dynamic process, consisting of a gradual changing process of problem-solving, meaning-making, and knowledge-construction (Lewis, 2012;Sun et al, 2021;Wu et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

2022

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Background Instructor scaffolding is proved to be an effective means to improve collaborative learning quality, but empirical research indicates discrepancies about the effect of instructor scaffoldings on collaborative programming. Few studies have used multimodal learning analytics (MMLA) to comprehensively analyze the collaborative programming processes from a process-oriented perspective. This research conducts a MMLA research to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 education context with an aim to provide research, analytics, and pedagogical implications. Results The results indicated that the instructor provided five types of scaffoldings from the social, cognitive, and metacognitive dimensions, and groups had seven types of responses (i.e., immediate uptake and delayed use) to five instructor scaffoldings, ranging from the low-to-medium and high level of cognitive engagement. After the scaffolding was faded, groups used the content from the high-control cognitive scaffolding frequently to solve problems in a delayed way, but groups did not use the instructor’s scaffolding content from the social and low-control cognitive scaffoldings from the pedagogical perspective, instructors should consider scaffolding types, group states and characteristics, as well as the timing of scaffolding to better design and facilitate collaborative programming. From an analytical perspective, MMLA was proved to be conducive to understand collaborative learning from social, cognitive, behavioral, and micro-level dimensions, such that instructors can better understand and reflect on the process of collaborative learning, and use scaffoldings more skillfully to support collaborative learning. Conclusions Collaborative programming is encouraged to be integrated in STEM education to transform education from the instructor-directed lecturing to the learner-centered learning. Using MMLA methods, this research provided a deep understanding of the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming in K-12 STEM education from a process-oriented perspective. The results showed that various instructor scaffoldings have been used to promote groups’ social and cognitive engagement. Instructor scaffoldings have delayed effects on promoting collaborative programming qualities. It is highly suggested that instructors should integrate scaffoldings to facilitate computer programming education and relevant research should apply MMLA to reveal details of the process of collaboration.

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Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions

Cited by 6 publications

References 49 publications

FOSTERING 21st CENTURY SKILLS USING AN ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

FOSTERING 21st CENTURY SKILLS USING AN ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

Social Anxiety in Online Instructional Discussion Forums: The Role of Participation Styles and Ict Infrastructure

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

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