Hans van Buuren

Measuring perceived sociability of computer-supported collaborative learning environments

Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability. This explorative study deals with the construction and preliminary validation of a self-reporting (Dutch language) Sociability Scale for determining the perceived degree of sociability of CSCL environments. It is one-dimensional Scale consisting of 10 items and has an internal consistency of 0.92. It was further validated on the basis of a well-developed nomological network. The results of the explorative study are promising and show that the sociability scale has the potential to be useful as a measure for perceived sociability.

Measuring perceived quality of social space in distributed learning groups

Distributed learning in groups is usually supported by computer-supported collaborative learning environments. Although these environments have the potential to facilitate working in groups, they often do not fulfill this potential because of their inability to provide a sound social space where social relationships exist and where a sense of cohesiveness and community is achieved. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Space Scale. The raw Social Space Scale was launched in three different distance education courses from the Open Universiteit Nederland using two different computer-supported collaborative learning environments. Factor analysis revealed that the Social Space Scale has two interpretable factors which are identified as the Positive Group Behavior dimension and the Negative Group Behavior dimension. The raw Social Space Scale was refined thereby reducing the number of test items from 44 to 20; each dimension encompasses 10 items. The internal consistency was 81 for the total scale, 92 for the Positive Group Behavior dimension and 87 for the Negative Group Behavior dimension. A nomological network was used for further validation. The findings suggest that the Social Space Scale has potential to be useful as a measure for social space. However, it must be realized that this measure is a first step and further validation research is needed.

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.

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.

Does transformational leadership encourage teachers’ use of digital learning materials

To gain insight into how to promote teachers’ use of digital learning materials (DLMs) in their pedagogical practices we adopted the Integrated Model of Behaviour Prediction to investigate the relationships between organizational and teacher-related variables. A representative sample of 772 teachers from primary, secondary or vocational education took part in a survey study. Conjectured combinations of direct and indirect relationships between the variables were tested for the best model fit with structural equation modelling. The results suggest that a model with mediating relations from leadership through information and communication technology (ICT) policy and professional development activities to the variables self-efficacy, attitude and social norm, combined with direct relations from leadership to the latter, has the best fit for predicting teachers’ intention to use DLMs.