Ellen Vanderhoven

Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education

Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity will induce a reduced perception of peer pressure, increased feelings of comfort and more positive attitudes towards peer assessment. Classroom response technology (CRT) was introduced as a tool that enables anonymity. In addition, oral and written feedback was organized to meet the need for feedback. The results show that the proposed peer assessment practice combines the positive attitudes and feelings of comfort related to the anonymous use of CRT with the perceived added value of argumentation in oral and written feedback.

Changing unsafe behaviour on social network sites: collaborative learning vs individual reflection

Recently, a lot of safety interventions have been developed about teenagers’ privacy and security on social network sites (SNSs). However, these interventions often do not have an impact on attitudes and behaviour. Possibly, the instructional principles that guided their development only lead to better knowledge-construction and are not adequate in changing reputation-related behaviour. Following the theory of planned behaviour and theories about peer pressure during adolescence, it was hypothesised that interventions emphasising collaborative learning are less effective in changing attitudes and behaviour than interventions emphasising individual reflection. A quasi-experimental intervention study using a pre-test post-test design was set up in 115 classes. It was found that both a course with collaborative learning and a course with individual reflection raised awareness about contact risks on SNSs. However, only a course with an emphasis on individual reflection had a consistent impact on attitudes and behaviour. Implications of these results are discussed.

Decreasing Risky Behavior on Social Network Sites: The Impact of Parental Involvement in Secondary Education Interventions

Abstract Teenagers face significant risks when using increasingly popular social network sites. Prevention and intervention efforts to raise awareness about these risks and to change risky behavior (so-called “e-safety” interventions) are essential for the wellbeing of these minors. However, several studies have revealed that while school interventions often affect awareness, they have only a limited impact on pupils’ unsafe behavior. Utilizing the Theory of Planned Behavior and theories about parental involvement, we hypothesized that involving parents in an e-safety intervention would positively influence pupils’ intentions and behavior. In a quasi-experimental study with pre- and post-test measures involving 207 pupils in secondary education, we compared the impact of an intervention without parental involvement with one that included active parental involvement by means of a homework task. We found that whereas parental involvement was not necessary to improve the intervention’s impact on risk awareness, it did change intentions to engage in certain unsafe behavior, such as posting personal and sexual information on the profile page of a social network site, and in reducing existing problematic behavior. This beneficial impact was particularly evident for boys. These findings suggest that developing prevention campaigns with active parental involvement is well worth the effort. Researchers and developers should therefore focus on other efficient strategies to involve parents.

Changing unsafe behaviour on social network sites: collaborative learning vs. individual reflection

Recently, a lot of safety interventions have been developed about teenagers’ privacy and security on social network sites (SNSs). However, these interventions often do not have an impact on attitudes and behaviour. Possibly, the instructional principles that guided their development only lead to better knowledge construction and are not adequate in changing reputation-related behaviour. Following the theory of planned behaviour and theories about peer pressure during adolescence, it was hypothesised that interventions emphasising collaborative learning are less effective in changing attitudes and behaviour than interventions emphasising individual refl ection. A quasi-experimental intervention study using a pre-test post-test design was set up in 115 classes. It was found that both a course with collaborative learning and a course with individual refl ection raised awareness about contact risks on SNSs. However, only a course with an emphasis on individual refl ection had a consistent impact on attitudes and behaviour. Implications of these results are discussed.

The tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gains.

7.1 Interpretation in the Process of Designing Effective Learning Materials: A Design-Based Research Example

In this chapter, the role of interpretation in research about learning is demonstrated by a research example using a specific methodology known as design-based research. This approach supports the design of educational interventions and learning materials to improve learning. In what follows, first the reasons to choose for this particular approach are explained referring to the main characteristics and procedure of this research methodology. Next, the invaluable contribution of this research approach is illustrated by a report of a study concerning the design of effective educational materials about the risks on social network sites. The research project described, gives more insight in the total process of the design-based research methodology and approach. Finally we describe the conclusions that are drawn and we discuss what is happening in terms of interpretation during design-based research in general and during the design and evaluation of educational materials about the risks on social network sites in particular. The specific advantages of this research approach are presented, but we also discuss the accompanying disadvantages and challenges of design-based research in an educational setting.