Jianxia Du

Dynamic online discussion: task‐oriented interaction for deep learning

A framework for deep learning for dynamic online discussion in distance education is illustrated in this paper. The foundation of the framework is based on three general processes: information, methods and cognition. A structure for dynamic discussions within the framework provides three types of online discussion; flexible peer, structured topic and collaborative task discussion. The framework was applied during two semesters of an online multimedia design for instruction in a graduate level course. The strategies for creating dynamic discussion serve to facilitate online interactions among diverse learners and assist in the design of assignments for effective interactions. Students build on the adoptive learning taking place through assignments designed to promote adaptive learning and challenge their cognitive abilities, resulting in deep learning. The proposed framework and the strategies for dynamic discussion provide an online learning environment in which students learn beyond the goal of the course. Les discussions dynamiques en ligne: l’interaction orientée vers la tâche pour un apprentissage en profondeur Cet article présente un cadre méthodologique pour l’apprentissage en profondeur dans les discussions dynamiques en ligne en éducation à distance. Les fondations de ce cadre reposent sur trois processus généraux: l’information , la méthode et la cognition. La structure des discussions dynamiques au sein de ce cadre fournit trois modèles de discussion en ligne: le modèle mutuel souple, le modèle à thème structuré, et le modèle « tâche collaborative ». Ce cadre a été appliqué pendant les deux semestres d’un cours en ligne de conception des multimedia pédagogiques au niveau avancé. Les stratégies de création de discussions dynamiques servent à faciliter les interactions en ligne entre des apprenants différents et aident à concevoir des exercices visant les interactions effectives. Les étudiants construisent sur l’apprentissage en train de se produire grâce à des tâches conçues pour favoriser l’appropriation de cet apprentissage et stimuler leurs capacités cognitives ce qui conduit à un apprentissage en profondeur. La cadre proposé et les stratégies pour la discussion dynamique offrent un environnement d’apprentissage en ligne dans lequel ce que les étudiants apprennent va bien au‐delà de l’objectif du cours. Dynamische online‐diskussion: aufgabenorientierte interaktion für “deep learning” In diesem Papier wird ein Raster für “Deep Learning” über Online Diskussion bei Fernstudien vorgestellt. Die Grundlegung dieses Rahmens basiert auf drei allgemeinen Prozessen: Information, Methode und Erkenntnis. Eine Struktur für Dynamische Diskussionen innerhalb dieses Rahmens unterstützen drei Typen von Online Diskussionen: flexible Kollegen, strukturierte Thematik und gemeinsame Aufgabendiskussion. Das Raster wurde zwei Semester lang bei einem Online Multimedia Lehrentwurf eines Kurses auf Graduiertenebene verwendet Die Vorgehensweisen zur Erzeugung “Dynamischer Diskussionen” dienen dazu, Online Interaktionen zwischen verschiedenen Lernern zu erleichtern und helfen im Entwurf von Zuordnungen für wirkungsvolle Interaktionen. Studenten bauen auf das anpassungsfähige Lernen, das durch Zuordnungen stattfindet, die entworfen wurden, das adaptive Lernen zu fördern und ihre kognitiven Fähigkeiten herausfordern, die in “Deep Learning” resultieren. Das vorgestellte Raster und die Strategie zum Erreichen dynamischen Diskutierens liefern eine Online‐Learning‐Umgebung, die die Studenten unabhängig vom angestrebten Kursziel lernen.

Gender and attitudes toward technology use: A meta-analysis

Abstract Gender difference in the attitude toward technology use has long been a concern in education. The last meta-analysis on this issue covered the empirical studies up to about 20 years ago. Since then, technology use has increased exponentially, and many more empirical studies have examined this issue, but showed inconsistent findings. As a result, there is a lack of clear understanding about if such gender difference still persists. The purpose of this research is to re-examine this issue by meta-analyzing the empirical research studies on this issue in the last two decades, and to examine the potential moderators that may have contributed to the heterogeneity of the research findings. A total of 50 articles from 1997 to 2014 were identified and used in this meta-analysis. The findings indicated that males still hold more favorable attitudes toward technology use than females, but such different would be characterized as small effect sizes. The comparison between this study and the last meta-analysis of about two decades ago suggested that there was only minimal reduction in the gender attitudinal gap in general. But when the general attitude was broken down to different dimensions of attitude, the present study showed a reduction of gender difference in the dimension of Affect and Self-efficacy , but not in the dimension of Belief . The limitations of the study were noted, and the implications and future research directions were discussed.

Online collaborative learning activities

This exploratory study examined the perspectives of African American female students toward online collaborative learning. The participants were nine African American female graduate students in an online multimedia instructional design course in the southeastern United States. A qualitative study was conducted, with data obtained from open-ended interviews, along with relevant posts on chat rooms and online bulletin boards in relation to an assessable collaborative online assignment. Data revealed that the perspectives of African American women toward online collaborative learning could be categorized into four themes, including (a) preference to work in a racially mixed group, (b) preference to be a leader in the group, (c) learning-oriented reasons (rather than social or peer oriented reasons) for online collaborative learning, and (d) timid attitude toward online discussions. African American female students are willing to work in a racially mixed group.African American female students prefer to be a leader in the group.Learning-oriented reasons are concerned for online group activities.African American female students have timid attitude toward online discussions.

Homework Emotion Regulation Scale Psychometric Properties for Middle School Students

The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the concurrent and predictive validity evidence of the HERS, the results indicated that, consistent with theoretical expectations, Emotion Management and Cognitive Reappraisal were positively associated with mastery and performance orientation, desirable homework behaviors (e.g., completion), learning strategies (e.g., organization), and math homework grade reported by teachers at the end of school semester.

Homework Distraction Scale: Confirming the Factor Structure With Middle School Students

The goal of the current investigation was to evaluate psychometric properties of the Homework Distraction Scale (HDS) using 796 middle school students. Results from confirmatory factor analyses (CFAs) supported the presence of two distinct yet related subscales for the HDS: Conventional Distraction and Tech-Related Distraction. Results of measurement invariance tests further revealed that factor loadings were invariant across gender groups. Finally, correlation coefficients between the HDS and other external measures (goal orientations, homework behaviors, and homework interest) were consistent with theoretical expectations.

Help seeking in online collaborative groupwork: a multilevel analysis

This study examined predictive models for students’ help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was positively related to group role identity and handling groupwork challenges. In addition, full-time and older students were less likely to seek help in online groupwork. Meanwhile, help seeking was negatively related to the number of previous online courses taken. At the group level, ‘peer-oriented reasons’ was a statistically significant predictor for help seeking. The major results were discussed in relation to the previous research findings in this area, and in the general context of online collaborative groupwork in e-learning.

Learning Tasks, Peer Interaction, and Cognition Process An Online Collaborative Design Model

This paper illustrates a model for Online Group Collaborative Learning. The authors based the foundation of the Online Collaborative Design Model upon Piaget’s concepts of assimilation and accommodation, and Vygotsky’s theory of social interaction. The four components of online collaborative learning include: individual processes, the task(s) students work on, group member processes, and communication media. These elements become key components beginning with the theoretical framework, the models used, and implementation of the models. The purpose of this paper is to describe the Online Collaborative Design Model and student feedback related to its implementation in an online course. The model was piloted in a required multimedia graduate course using a problem-based learning approach. Students used synchronous chat rooms and asynchronous discussion boards for course discussions and for the final group project. The instructor, to gain an understanding of the piloted implementation of the Online Collaborative Design Model, gathered final reflections about collaboration and the final project. The reflections revealed that students sensed a connection between productivity and trust. Further research into the impact trust has on the interpersonal communications of the group and the intrapersonal communications of the individual would give interesting insights into the model.

A Project-Based Learning Approach: Online Group Collaborative Learning

A framework for Online Group Collaborative Learning is illustrated in this paper. The foundation of the framework is based on Piaget’s concepts of assimilation and accommodation and Vygotsky’s theory of social interaction. This paper examines how an online project-based learning approach affected students’ cognitive skills development and motivation, and explored factors leading to successful collaborative projects. The results indicated that, in a project-based online group environment, unique characteristics exist for leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

Dynamic Task-Oriented Online Discussion for Student Learning: A Practical Model

A dynamic, task-oriented online discussion model for deep learning in distance education is described and illustrated in this article. Information, methods, and cognition, three general learning processes, provide the foundation on which the model is based. Three types of online discussion are prescribed; flexible peer, structured topic, and collaborative task discussion. The discussion types are paired with tasks encouraging students to build on their adoptive learning, promoting adaptive learning and challenging their cognitive abilities, resulting in deep learning. The online discussion model was applied during two semesters of an online multimedia design for instruction graduate-level course. The strategies for creating dynamic discussion serve to facilitate online interactions among diverse learners and assist in the design of assignments for effective interactions. The model proposed and the strategies for dynamic task-oriented discussion provide an online learning environment in which students learn beyond the course goal.

Homework Emotion Regulation Scale Confirming the Factor Structure With High School Students

The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively related to emotion management, but not cognitive reappraisal.