Kui Xie

Testing Differential Effects of Computer-Based, Web-Based and Paper-Based Administration of Questionnaire Research Instruments.

Translation of questionnaire instruments to digital administration systems, both self-contained and web-based, is widespread and increasing daily. However, the literature is lean on controlled empirical studies investigating the potential for differential effects of administrative methods. In this study, two university student samples were administered 16 questionnaires across three separate administration conditions: paper-based, computer-based and web-based. Outcomes of interest included data quality and participant affect. Overall, few differences in data quality were observed between administration conditions despite some evidence in favour of paper-based administration (PBA) over the other two. Affective responses of participants favoured the PBA over web- and computer-based administrations. Implications for research use of digital systems for data collection are discussed.

Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning

This case study examined an authentic online learning phenomenon where social conflict, including harsh critique and negative tone, weaved throughout peer-moderated online discussions in an online class. Opening coding and content analysis were performed on 1306 message units and course artifacts. The results revealed that a model of social conflict evolution, that is, social conflict within the learning community evolved through five general phases including cultural initiation, social harmonization cycle, escalation of conflict, intervention and stabilization, and adjourning. The results also suggested strong relationships between social and learning interactions during these five phases of social conflict development. This study has theoretical and practical implications for designing and managing learning activities in online classes.

Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use.

Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web-based (WBA), and given a set of questionnaires. Instructions were to complete the instruments in an environment of their choice, and data included reporting context characteristics. Outcomes of interest included data quality and participant affect—WBA showing a slightly higher percent of data loss and lower overall time to complete; PBA producing higher overall mean scores across measures, greater variability in responses, and higher positive affect for responding. Administration methods showed no difference on internal consistency of subscales, positive-response bias, or strength of interscale correlations. Contexts-of-use included involvement in television viewing, conversation, and other activities, raising questions about the accuracy and independence of survey responses completed in independently-chosen, uncontrolled contexts. The qualitative data demonstrated longer responses in WBA than PBA, but little difference in type and clarity of responses.

Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires.

Questionnaire instruments are frequently administered in digital formats, largely web-based, without much systematic investigation of possible effects from these administration methods. Furthermore, little attention has been given to the contextual lack of control for extraneous factors that may influence user responses. In this study, 263 university students were randomly assigned to one of two administration formats, web-based (WBA) or paper-based (PBA), to complete a set of questionnaires in an environment of their choice. Data collection included reporting context characteristics along three parameters: location, companions, and concurrent activities (including help-seeking). Outcomes of interest included location and conditions of user-chosen contexts, instrument performance, generative data quantity and quality, independence of completion, administrative efficiency, and participant affect. Participants did choose and allow distracters in their contexts-of-use, completing the questionnaires while engaged in multiple social and asocial concurrent activities. There were generally small but significant differences in instrument performance and user response characteristics by administration method and contexts-of-use. Participant comfort and data returned were both higher in PBA than WBA. Quantity return of generative data was higher in WBA while overall quality (completeness, coherence, correctness) of generative data was not significantly different. These findings present implications of administrative methods and contextual influences that inform measurement professionals’ selection and design of administrative systems and conditions for research and evaluation data collection.

Game-based learning engagement: A theory- and data-driven exploration

The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the nature and development of game-based learning engagement via an iterative, two-stage analytical process. The first stage was theory driven. The literatures on motives of play, game and cognitive engagement, and game-based learning were reviewed and analyzed. Theoretical discussions on how learning engagement is activated and sustained during gameplay were distilled. The second stage was data driven. An in situ, multiple-case study was conducted to further examine affective and cognitive facets of learning engagement in gaming. The finding suggested that game-based learning engagement is an integrated and continuing process that advances from affective engagement driven by optimal challenge, cognitive engagement situated in playfulness, to potentially game-action-based content engagement. [ABSTRACT FROM AUTHOR]

The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning

Abstract Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.

A systematic review of design and technology components of educational digital resources

Abstract With the rise of the Internet and the proliferation of online content, the design and evaluation of educational digital resources (EDRs) are pressing and challenging issues. They warrant an investigation of what exactly are the features that increase the quality of EDRs. In a previous professional development program, we trained and supported teachers in evaluating and selecting EDRs with the support of a scientifically validated rubric. In this present study, through quantitative, qualitative, and text-mining methods, we analyzed the review data of 1200 resources produced that professional development program in order to provide a big picture of the quality of currently available products, and to identify the features that characterize quality digital resources. Our findings suggest the need for digital repositories to reflect or make visible how resources fit particular instructional design models.

A Qualitative Exploration of Self- and Socially Shared Regulation in Online Collaborative Learning

This qualitative study explored how groups with high or low self-regulation regulated their collaborative behaviors. We used purposeful sampling to select two groups of students in an online course with the highest and lowest mean self-regulation scores, based on survey data. We inductively analyzed online discussion posts and identified three themes that described the groups’ processes for externalizing and internalizing understanding: level of engagement with content, approach to seeking and providing help, and openness to disagreement and problemsolving. The group with the highest mean self-regulation scores elaborated upon course concepts, helped one another understand and apply ideas, and integrated viewpoints to carry out course activities. The group with the lowest scores wrote about surface-level features, exchanged help in a brief and depersonalized manner, and moved quickly to consensus without evaluating alternative perspectives. These patterns illustrated marked differences in the development of socially shared regulation.

Preparing Students in Online Debates with Worked Examples

The current study investigates the effects of preparing students for an online debate through a worked example in terms of student perception, participation, and level of cognitive skills. The study found that students prepared for online debate through a worked example participated more frequently, wrote more words or phrases that encouraged the participation of others, and used higher-order thinking skills. This study provides empirical evidence that worked examples can be used to model behaviors for students to emulate in online debates.