Lisa D. Bendixen

Educational Research in the Internet Age: Examining the Role of Individual Characteristics

The use of the Web and other computer-based technologies in classrooms has become quite prevalent. Previous Research News and Comment discussions have presented the opportunities for research and practice that accompany these relatively new tools for classrooms. This article presents a perspective that has garnered less attention in discussions of these new learning environments—learner characteristics. Contemporary theories in educational psychology present important implications for learning in this new environment. This article will address two learner characteristics deemed important in mainstream educational psychology literature, epistemological beliefs and self-regulatory skills. Following the lead of previous articles, this article will also address the implications for access to education and learning.

Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits

Abstract Because argumentation may promote deeper processing of content, this study examined factors affecting students’ dispositions to engage in argument, specifically epistemological beliefs, need for cognition, and extraversion (assertiveness and warmth). An instrument developed by Infante and Rancer (1982) was used to measure dispositions to approach or avoid arguments. Subjects were 238 undergraduates who completed surveys of the relevant constructs. Contrary to expectation that epistemological beliefs would predict the approach component by affecting the perceived usefulness of argumentation, regression analysis indicated that epistemological beliefs instead predicted the avoidance component (as did a desire to maintain warm relationships). Need for cognition predicted the approach component, whereas assertiveness predicted both. The need to better understand why some students avoid arguments is discussed.

PERSONALITY INTERACTIONS AND SCAFFOLDING IN ON-LINE DISCUSSIONS*

The potential of on-line discussions to prompt greater reflection of course material is often stymied by a tendency of students to agree with one another rather than to formulate counter-arguments. This article describes an experiment using note starters and elaborated cases to encourage counter-argumentation and examines interactions with personality characteristics. Participants were 48 undergraduates who wrote on-line discussion notes in response to two issues in educational psychology. Participants also completed a personality survey, based on McCrae and Costas (1997) five-factor personality model. There was a significant positive main effect of note starters on the frequency of disagreement, as well as personality-treatment interactions between note starters and several personality characteristics, The results suggest that note starters are most useful for students with low degrees of curiosity (“openness to ideas”) or assertiveness, and who are not overly anxious. Note starters appear to encourage students to consider other points of view during on-line discussions.

Exploring Similarities and Differences in Personal Epistemologies of U.S. and German Elementary School Teachers

The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n = 10) and the United States (n = 10) to gain a more nuanced understanding of teachers’ beliefs about knowledge and knowing through a cross-cultural lens. Analyses of semi-structured interviews reveal similarities and differences in the statements of teachers. Four themes are identified: The majority of teachers believed that (a) knowing is uncertain and (b) knowledge has domain-specific qualities; (c) U.S. teachers seemed to view knowledge more as being embedded within their community, while (d) German teachers discussed more internal knowledge sources. The general discussion includes possible cross-cultural explanations for these four emerging themes and points tentatively to developmental issues stemming from uncertainty beliefs. Conceptual and educational implications are discussed and suggestions for future research are given.

The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions

Many consider rich argumentation to be the core of quality discussions and view it as a vehicle to solving problems and clarifying content. This study examined the influence of a discussion leader intervention on the quality of online argumentation and interactivity. Subjects were 44 undergraduate students who participated in online discussions on a technology issue over two weeks. Participants who received pre-determined instructions from the leader prior to the issue discussion were more likely to produce enriched argumentation and increased interaction than the control participants who did not receive specific instructions prior to the issue discussion. Results indicated that students participating in groups receiving specific argumentation instructions from the leader produced better online argumentation for the second week and exhibited increased interactivity patterns for both weeks.