Bart Rienties

The role of academic motivation in Computer-Supported Collaborative Learning

In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network.

In search for the most informative data for feedback generation

Formative assessment data have high predictive power in generating learning feedback.Track data from e-tutorial systems are second-best predictors for timely feedback.Predictive power of LMS data falls short in LA applications with rich data sources.Learning dispositions take a unique position being complementary to all other data.Combination of several data sources in LA is key to get timely, predictive feedback. Learning analytics seek to enhance the learning processes through systematic measurements of learning related data and to provide informative feedback to learners and teachers. Track data from learning management systems (LMS) constitute a main data source for learning analytics. This empirical contribution provides an application of Buckingham Shum and Deakin Cricks theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and LMSs. In a large introductory quantitative methods module, 922 students were enrolled in a module based on the principles of blended learning, combining face-to-face problem-based learning sessions with e-tutorials. We investigated the predictive power of learning dispositions, outcomes of continuous formative assessments and other system generated data in modelling student performance of and their potential to generate informative feedback. Using a dynamic, longitudinal perspective, computer-assisted formative assessments seem to be the best predictor for detecting underperforming students and academic performance, while basic LMS data did not substantially predict learning. If timely feedback is crucial, both use-intensity related track data from e-tutorial systems, and learning dispositions, are valuable sources for feedback generation.

Social presence, web-videoconferencing and learning in virtual teams

The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual communication tools, increases the learners ability in social and emotional expression, thus improving communication which may enhance learning satisfaction. This paper compares two cohorts of students who attended the same online course in economics. Both could communicate via a discussion board and one cohort had the additional opportunity to participate in Web conferences. Contrary to expectations, learning satisfaction did not seem to increase with the introduction of Web videoconferencing. This finding leads to several questions for future research.

Remedial Online Teaching on a Summer Course

This paper is based on experiences with remedial online learning from a national collaboration initiative in the Netherlands involving the University of Amsterdam, Erasmus Rotterdam University and Maastricht University (www.web-spijkeren.nl). The central question is how prior knowledge tests and online remedial summer courses can contribute to mitigating the problems of heterogeneous student enrolment. Although the insights gathered for the paper are from pilots for first-year Bachelors programmes, the guidance they provide on how to implement an online summer course programme successfully should prove valuable to other organizations.

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.

The Role of Cultural Background and Team Divisions in Developing Social Learning Relations in the Classroom

A common assumption is that students prefer to work together with students from similar cultural backgrounds. In a group work context, students from different cultural backgrounds are “forced” to work together. This might lead to stress and anxiety but at the same time may allow students to learn from different perspectives. The prime goal of this article is to understand how international and home students from different cultural backgrounds build learning and work relationships with other students in and outside their classroom using an innovative quantitative method of Social Network Analysis in a pre-post test manner. In Study 1, 50 Spanish and 7 Erasmus economics students worked in self-selected teams. In Study 2, 69 primarily international students in a postgraduate management program in the United Kingdom worked in randomized teams. The results indicate that in Study 1 learning ties after 14 weeks were significantly predicted by the initial team division and friendship ties. The seven international students integrated well. In Study 2, learning ties after 14 weeks were primarily predicted by the team division, followed by initial friendship ties and conational friendships. Although international students developed strong (multinationality) team learning relationships, international students also kept strong links with students with the same cultural background. As the initial team division had an 8 times stronger effect on learning ties than cultural backgrounds, these results indicate that the instructional design of team work has a strong influence on how international and home students work and learn together.

Integrating ICT in Business Education: Using TPACK to Reflect on Two Course Redesigns

An increasing number of researchers have found that business teachers need to redesign their education and teaching in order to facilitate a new generation of business students. At the same time, several powerful tools such as online assessments or virtual classroom tools are currently available for business teachers to enrich the learning experience of their students. A thoughtful (re-) design of online and blended learning activities is critical for the attainment of rich learning and hands-on experiences for our future business managers. In order to provide a rich learning experience for a new generation of business students, it is important that content, technology and pedagogy are equally balanced.

Longitudinal Study of Online Remedial Education Effects

An increasing number of students are choosing to follow a bachelor or master program at a foreign university. As the transparency in higher education is still limited, a student might make an inefficient decision when selecting a program. Several studies have found that lack of knowledge, skills, or academic integration lead to higher drop-out rates. Although remedial programs might mitigate these problems, the rates of long-term success of online remedial programs in terms of knowledge retention are unclear. In this contribution, we compared the short- and long-term effects of two online remedial courses, each with a distinctly different educational philosophy (problem-based learning vs. cognitive learning theory). The success of these courses was measured in a longitudinal study of the 850 participants in a first-year international business bachelor program. We found some empirical support that both courses improved study performance as well as study success.

Academic and social integration of international and local students at five business schools, a cross-institutional comparison

An increasing number of students choose to study at a university in a foreign country. A common belief among educators is that international students are insufficiently academically adjusted. Recent research has found a mixed picture on whether international students underperform in academic integration and academic performance. Therefore, Morrison et al. (2005) argue that research should extend its focus to understanding the underlying reasons for these performance differences of international versus local students.In a cross-institutional comparison among 871 students of five business schools, we investigated the differences in academic and social integration amongst local and international students. International students value their faculty and educational system more than local students. However, international and local students have limited social contact with each other and spend their private time differently. Finally, students with a non-Western background are less integrated than Western students, have considerable lower academic and social integration scores and have (marginally) lower grade point average (GPA) and European credit transfer system (ECTS) scores. Institutes with small classes and collaborative learning settings seem to provide a more favourable learning environment for international students.

Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students

In Europe there is a growing concern among educators and policy makers that students are not well-prepared to start a Master programme. This study draws on longitudinal research conducted at four universities in the Netherlands and a follow-up exploratory purposively chosen from one of the study sites. In Study 1, differences in academic performance between 146 Dutch and 215 international students were identified by focussing on their levels of academic and social integration. Afterwards, students from 53 countries were clustered into ten geographical clusters using Hofstede culture difference scores. In Study 2, a questionnaire about perceived transitional barriers was completed by 159 Master students at one of the four institutes. The results of Study 1 indicate that academic and social integration scores of Western European and domestic students were comparable. Eastern European, non-European and in particular Southern Asian and Confucian Asian Master students had significantly lower academic and social integration scores. Follow-up regressions showed that academic adjustment is the main predictor of study- performance, irrespective of cultural differences. Study 2 indicates that half of the Master students experienced a substantial change in their learning strategies, language and research methods. We encourage UK higher educational institutes to conduct more research on whether the specific needs of international Master students are sufficiently supported.