Showing papers by "Bas Giesbers published in 2012"

The role of scaffolding and motivation in CSCL

Abstract: Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned 'Optima' environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles. In a quasi-experimental setting, 143 participants collaborated in an online setting aimed at enhancing their understanding of economics. Using a multi-method approach (Content Analysis, Social Network Analysis, measurement of Academic Motivation), the research results reveal the redesign triggered more equal levels of activity of autonomous and control-oriented learners, but also a decrease in input from the autonomous learners. The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.

How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Abstract: This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N = 730) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual differences in achievement emotions (enjoyment, anxiety, boredom, hopelessness) had on students' learning choices, in terms of the intensity of using the online learning mode versus the face-to-face mode. Unlike the general level of learning activities, which is only minimally influenced by achievement emotions, these emotions appear to have a moderately strong effect on a student's preference for online learning. Following this, we explored the antecedents of achievement emotions. Through the use of path-modeling, we conclude that while goal setting behavior only marginally impacts achievement emotions, effort views - a crucial component of the social-cognitive model of implicit theories of intelligence - have a substantial impact on achievement emotions.

Enhancing the Academic Internship Learning Experience for Business Education—A Critical Review and Future Directions

Abstract: Academic internships represent an approach for professional development of student’s generic and specific skills and allow students to gain relevant work experience. Despite the growing popularity of internships, limited research has examined the potential benefits of internship supervision at a distance through Computer-Supported Collaborative Learning (CSCL). This chapter combines the findings of a literature review with insights from a concept-mapping exercise with 22 experts from 15 business schools to identify what constitutes effective collaboration of the three stakeholders: students, company, and business school. Results reveal the inherent goals and expectations of internship supervision differ for companies and business schools. Therefore, the substantial benefits could be obtained through CSCL by effective communication and collaboration between the three stakeholders during internships. Future research has to address whether the identified concept map of internships can be successfully implemented in practice.

The diverging effects of social network sites on receiving job information for students and professionals

Abstract: An increasing number of students, professionals, and job-recruiters are using Social Network Sites (SNSs) for sharing information. There has been limited research assessing the role of individuals seeking a job and receiving information about job openings in SNSs. In this regard, do students, non-managers, and managers benefit from job offers when they are a member of SNSs such as Facebook or LinkedIn? How can differences in receiving information about job openings be explained by the strength-of-weak-ties and structural holes theorems? Results of an online survey among 386 respondents indicate that users of SNSs with more contacts are more likely to receive information about job openings than others. Most information about job openings was transmitted via LinkedIn to professionals. Regression analyses indicate that LinkedIn professionals with more links are more likely to receive information about a job opening. In contrast, the structural holes theory is not supported in this setting. The authors argue that Higher education should actively encourage and train students to use LinkedIn to enhance their employability. Finally, new generation graduates’ use of technology for different tasks and with different people than professionals is considered.

A dynamic analysis of why learners develop a preference for autonomous learners in CMC

Abstract: A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.

Effectiveness of a voluntary postsecondary remediation program in mathematics

Abstract: This chapter evaluates a postsecondary remediation program in mathematics, aiming to ease the transition from high school to university and to improve the success rates in the first year of bachelor studies. The remediation program consists of voluntary bridging education in the format of an online summer course. We investigate five cohorts of in total 4500 students of Maastricht University School of Business and Economics, with 578 participants in the remedial education program. Effect analysis suggests a strong treatment effect of successful participation in the summer course. However, given the quasi-experimental setup of this study, with non-equivalent groups, selection effects may be responsible for part of that effect. Therefore, the treatment effect is corrected by applying the propensity score method, taking into consideration a wide range of student background factors. Correction of the treatment effect indicates that indeed a selection effect is present, but that a substantial treatment effect remains, of about 50% the size of the effect of being educated in high school at advanced math level rather than basic math level.