Gaowei Chen

Online Discussion Processes: Effects of Earlier Messages’ Evaluations, Knowledge Content, Social Cues and Personal Information on Later Messages

During online discussions, earlier messages can affect later messages. This paper examined how online discussion messages affected one another along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (visit number); and (5) elicitation (eliciting response or not). Using sequential logit regressions and a structural equation model (SEM), this paper analyzed 131 messages covering seven topics in the math forum of a university bulletin board system (BBS) Web site. Results showed that, disagreement or contribution in the previous message increased the likelihoods of disagreements and social cue displays in the current message. Messages that disagreed with an earlier message also increased the likelihood of eliciting a subsequent response. Together, these results show how earlier messages may affect later messages during online discussions. These results can help educators understand and facilitate online academic discussions

Ubiquitous auction learning system with TELD (Teaching by Examples and Learning by Doing) approach

As the most critical trading mechanism in supply chain management/operation management fields, Dutch auction theories and practices have been regarded as one of the key teaching subjects of many universities. The advancement of ubiquitous computing technologies has not only solved the technological problems of dealing with millions of simultaneous biddings in real practices, but also enabled students to learn elusive and complex knowledge in an interactive environment. However, little attention was paid to educational discussions and quantitative analyses when applying the ubiquitous learning (u-learning) system in auction classes. This quasi-experimental study was among the first to develop and evaluate a smart u-learning system that integrated Internet-of-Things (IoT) technologies to simulate real, authentic auction activities, while detecting learning behaviors of students. We also integrated and utilized the pedagogical approach of Teaching by Examples and Learning by Doing (TELD) in the presented system, which further strengthened dynamic interactions and timely teaching instructions for students. The data analysis showed that this innovative system had positive effects on students learning outcomes. The results also revealed that applying the u-learning system in teaching procedural knowledge, rather than conceptual knowledge, was more resource effective and less time consuming. Moreover, students had high perceptions of learning content when the system was designed with efficient pedagogical assistance, interaction flexibility and user-friendly features. Critical practical implications were also summarized for teachers, system designers, researchers, and policymakers. The approach led to better learning achievements than the traditional approach.The system was more resource effective in teaching procedural knowledge.Students had high perceptions of learning content when using the system.The approach could be an effective pedagogic support in SCM/OM-related subjects.

The triarchic model of grit is linked to academic success and well-being among Filipino high school students.

Previous investigations mostly relied on the two-factor model of grit (with perseverance of effort and consistency of interests as major dimensions) which received a number criticisms in the extant literature. Recent studies have provided promising lines of evidence regarding the triarchic model of grit (TMG) which posits three dimensions of grit in a collectivist setting: perseverance of effort, consistency of interests, and adaptability to situations. However, little is known about how this model of grit may be linked to various indicators of positive educational and psychological functioning. The present research filled this gap through examining the association of the TMG with academic (Study 1) and well-being outcomes (Study 2) among Filipino high school students. Results demonstrated that grit positively predicted academic agentic, behavioral, cognitive, and emotional engagement. Findings of multiple mediation analyses showed that grit had indirect effects on academic engagement via the intermediate variable autonomous motivation even after controlling for age, gender, and conscientiousness. Study 2 showed grit positively predicted life satisfaction, positive affect, and interdependent happiness even after controlling for demographic covariates and neuroticism. Grit negatively predicted psychological distress. Theoretical and practical implications are discussed.

Effects of previous messages' evaluations, knowledge content, social cues and personal information on the current message during online discussion

This study of the flow of online discussions examined how previous messages affected the current message along five dimensions: (1) evaluations (agreement, disagreement, or unresponsive actions); (2) knowledge content (contribution, repetition, or null content); (3) social cues (positive, negative, or none); (4) personal information (number of visits); and (5) elicitation (eliciting response or not). Using dynamic multilevel analysis (DMA) and a structural equation model (SEM), this study analyzed 131 messages of 47 participants across seven topics in the mathematics forum of a university Bulletin Board System (BBS) Website. Results showed that a disagreement or contribution in the previous message yielded more disagreements and social cue displays in the current message. Unlike face-to-face discussions, online discussion messages that disagreed with a previous message elicited more responses. Together, these results suggest that teachers can use and manage online discussions to promote critical thinking, facilitate discussion of controversial topics, and reduce status effects.