Showing papers by "Bas Giesbers published in 2014"

A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation

Abstract: With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face-to-face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e-learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N = 110), taking into account student motivation, and employing a dynamic inter-temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning.

Why Increased Social Presence through Web Videoconferencing Does Not Automatically Lead to Improved Learning

Abstract: The Community of Inquiry (CoI) model provides a well-researched theoretical framework to understand how learners and teachers interact and learn together in computer-supported collaborative learning (CSCL). Most CoI research focuses on asynchronous learning. However, with the arrival of easy-to-use synchronous communication tools the relevance of the CoI model needs verification for these new environments. Synchronous communication is (assumed to be) superior in establishing discourse due to the ability to express immediate feedback, intonation, body language, and thus the affordance to increase social presence. In a quasi-experimental design, this research analysed whether increased social presence led to (perceived) improved learning satisfaction and an increased pass rate. That is, the learning experiences of 147 students using discussion forums (2005-2007) and 256 students using both discussion forums and web-videoconferencing (2008-2011) over seven consecutive summers were compared using the self-developed Students Evaluation of Online Remedial Education Experience questionnaire. Results indicate that students in the web-videoconference design were not more satisfied about their learning experiences, except for the clarity of goals and tasks. Furthermore, in the four years of using the web-videoconference design, a lower pass rate was found compared to the discussion forum-only designs in the years before. Although web-videoconferencing provides an experience that seems more conducive to social presence, more research is needed into how to effectively use synchronous communication in e-learning.

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

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

Computer assisted, formative assessment and dispositional learning analytics in learning mathematics and statistics

Abstract: Learning analytics seeks to enhance the learning process through systematic measurements of learning related data and to provide informative feedback to learners and teachers, so as to support the regulation of the learning. Track data from technology enhanced learning systems constitute the main data source for learning analytics. This empirical contribution provides an application of Buckingham Shum and Deakin Crick’s theoretical framework of dispositional learning analytics [1]: an infrastructure that combines learning dispositions data with data extracted from computer assisted, formative assessments. In a large introductory quantitative methods module based on the principles of blended learning, combining face-to-face problem-based learning sessions with e-tutorials, we investigate the predictive power of learning dispositions, outcomes of continuous formative assessments and other system generated data in modeling student performance and their potential to generate informative feedback. Using a dynamic, longitudinal perspective, Computer Assisted Formative Assessments seem to be the best predictor for detecting underperforming students and academic performance, while basic LMS data did not substantially predict learning.

A Study about Placement Support Using Semantic Similarity

Abstract: This paper discusses Latent Semantic Analysis (LSA) as a method for the assessment of prior learning. The Accreditation of Prior Learning (APL) is a procedure to offer learners an individualized curriculum based on their prior experiences and knowledge. The placement decisions in this process are based on the analysis of student material by domain experts, making it a time-consuming and expensive process. In order to reduce the workload of these domain experts we are seeking ways in which the preprocessing and selection of student submitted material can be achieved with technological support. This approach can at the same time stimulate research about assessment in open and networked learning environments. The study was conducted in the context of a Psychology Course of the Open University of the Netherlands. The results of the study confirm our earlier findings regarding the identification of the ideal number of dimensions and the use of stopwords for small-scale corpora. Furthermore the study indicates that the application of the vector space model and dimensionality reduction produces a well performing classification model for deciding about relevant documents for APL procedures. Together we discuss methodological issues and limitations of our study whilst also providing an outlook on future research in this area.