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1.
Allan Jeong 《Distance Education》2005,26(3):367-383
This paper proposes a set of methods and a framework for evaluating, modeling, and predicting group interactions in computer‐mediated communication. The method of sequential analysis is described along with specific software tools and techniques to facilitate the analysis of message–response sequences. In addition, the Dialogic Theory and its assumptions are presented to establish a theoretical framework and guide to using sequential analysis in computer‐mediated communication research. Step‐by‐step instructions are presented to illustrate how sequential analysis can be used to measure the way latent variables (e.g., message function, response latency, communication style) and exogenous variables (e.g., gender, discourse rules, context) affect how likely a message is to elicit a response, the types of responses elicited by the message, and whether or not the elicited sequence of responses (e.g., claim → challenge → explain) mirror the processes that support group decision‐making, problem‐solving, and learning. 相似文献
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Ellen Irén Brinchmann Hanne Røe-Indregård Jannicke Karlsen Stefan Kilian Schauber Bente Eriksen Hagtvet 《Child development》2023,94(5):1368-1380
The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well-attested but not well-understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty-eight Norwegian children (Mage = 5.5 years; 25 girls; 30 Norwegian-speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book reading, story card conversations and toy play (collected 2010–2011 and 2017). Results show that DT was more complex than CT among children and teachers. Both types of talk were more complex during book reading and story conversations than during play. The conversational context should be accounted for when theorizing about the role of DT in language development. 相似文献
4.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引：1，自引：0，他引：1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
5.
Drawing on the Documents Model Framework, in two studies we investigate the types of multiple text models (e.g., mush model, separate representations model, documents model) reflected in students’ written responses, composed based on multiple texts. In among the first studies to holistically code written responses for the type of multiple text models they reflect, we find evidence for all of the multiple text representations specified in the Documents Model. We further examine the types of integration, or cross-textual connections, featured in students’ responses, including evidentiary (i.e., corroborating evidence), thematic (i.e., comparing main ideas across texts), and contextual (i.e., comparing meta-textual information, like author expertise) connections. Finally, we associate the types of multiple text models reflected in students’ written responses with various measures of integration, including the number of discourse connectives and citations included and self-reports of strategy use (Study 1), as well as with integrative utterances reported during a cued think-aloud (Study 2). 相似文献
6.
K. Ann Renninger Ming Cai Mark C. Lewis Margot M. Adams Katherine L. Ernst 《Educational technology research and development : ETR & D》2011,59(2):229-247
As hypermedia, online teacher professional development (TPD) should ideally support diverse learners to work with online content
effectively because it involves multiple representations and a nonlinear format. Differences among participants in motivation
and learning provide challenges for design. The present study is a use-inspired, mixed-method study of 164 teachers’ motivation
and learning in an unmoderated online workshop. It addresses participants’ demographic and motivational profiles, participation
in this type of workshop (e.g., the frequency, duration, and focus, as well as their work with technology-enhanced, nonroutine
challenge problems and journal assignments), the predictive value of the initial questionnaire, and implications for design.
Findings indicate that while three clusters of motivational profiles could be identified (low interest, low self-efficacy,
and less math; low interest, high self-efficacy, and more math; high interest, high self-efficacy, and more math), whether
the teachers continue to participate appears to be related to the structure and content of the workshop, not just these profiles.
Findings are interpreted as suggesting that the potential of hypermedia lies in its designers’ abilities to support participant
stake by providing for multiple ways into thinking and working with disciplinary content—design that both accommodates and
supports those with differing strengths and needs. Implications for studying motivation and learning online are also discussed. 相似文献
7.
These studies investigate how the distinction between generic sentences (e.g., "Boys are good at math") and nongeneric sentences (e.g., "Johnny is good at math") shapes children's social cognition. These sentence types are hypothesized to have different implications about the source and nature of the properties conveyed. Specifically, generics may be more likely to imply that the referred-to properties emerge naturally from an internal source, which may cause these properties to become essentialized. Four experiments (N = 269 four-year-olds and undergraduates) confirmed this hypothesis but also suggested that participants only essentialize the information provided in generic form when this construal is consistent with their prior theoretical knowledge. These studies further current understanding of language as a means of learning about others. 相似文献
8.
Are preservice teachers prepared to teach struggling readers? 总被引：1，自引：0，他引：1
Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written
language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students
who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However,
recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about
basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice
teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice
teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study
was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge
about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit
skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge
of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual
perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher
preparation are discussed. 相似文献
9.
Aust and Huber (2001) demonstrated that in apeople-present/people-absentdiscrimination task, pigeons actually attended to properties of the target (i.e., the human figure). The aim of the present effort was to specify what sort of information contained in the target was used for classification, as well as to investigate whether and in what way the target-defining features interacted. Six pigeons were trained in a go/no-go procedure to discriminate between color photographs characterized by the presence or absence of people. They were then presented with various types of test stimuli that contained some category-relevant features but lacked others. The results showed that properties related to target size and internal structure played an important role and that human silhouettes were insufficient for eliciting a people-present response. Furthermore, some properties of the human figure (e.g., hands/arms) made good predictors of the people-present category, whereas others (e.g., feet/legs or skin color) did not. Responses to test stimuli that belonged to the people-absent category but nevertheless contained some features normally typical for humans (e.g., nonhuman primates) provided evidence that various category-relevant features contributed to classification in an additive way. Taken together, the results suggest that the pigeons made use of a polymorphous class rule involving collections of differently weighted target features. 相似文献
10.
This study examines the prevalence, contexts, and demographic correlates of monotonic response patterns (MRPs) in online student evaluations. Results of two-level hierarchical generalized linear models show evidence of careless monotonic responses to a survey administered to students enrolled in a university-level foreign language course in the Republic of Korea. All else being equal, freshmen and students in classes with fewer survey participants were more likely to choose monotonic response patterns in course evaluations. Possible factors at work in generating MRPs are identified and discussed. The severity of the MRP problem in online ratings underscores the importance for administrators to consider possible validity threats in student evaluations before using them as tools to inform instructional and administrative decisions. It is also important to design course evaluation surveys in such a way as to minimize careless responses and to identify means to induce more thoughtful responses from college students. 相似文献
11.
The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation 总被引：2，自引：0，他引：2
Allan Jeong Gayle V. Davidson-Shivers 《Educational technology research and development : ETR & D》2006,54(6):543-568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation
in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages
to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed
no differences in number of critiques posted in response to arguments because females were just as likely as males to critique
messages from both males and females, and because females responded to males with critiques at a higher than expected frequency.
Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and
males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented
approach to explain and predict gender differences in participation and serve as a framework for future research on gender
participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving. 相似文献
12.
The developmental importance of motion information in perceiving and describing metaphoric similarity 总被引：2，自引：0，他引：2
C H Dent 《Child development》1984,55(4):1607-1613
13.
Engagement as an essential factor for active and meaningful learning of English-as-a-Foreign-Language (EFL) is affected by both learner external (e.g., teacher support) and internal (e.g., growth language mindset and L2 grit) factors. This study examined the relationship between perceived teacher support, growth language mindset, and academic engagement by considering the mediating role of L2 grit. The participants were 295 Iranian EFL learners selected via multi-stage cluster sampling. The SEM results indicated that perceived teacher support and growth language mindset directly and positively predicted academic engagement. Additionally, L2 grit mediated the relationships ‘between perceived teacher support and academic engagement’ and ‘between growth language mindset and academic engagement’. EFL learners receiving more teacher support and endorsing higher levels of growth language mindset can successfully overcome failures and difficulties in their learning process by showing more persistence in dealing with challenges and sustaining their interest, which could considerably enhance their engagement in learning. 相似文献
14.
The research described in this article uses findings from longitudinal studies involving electrophysiological and behavioral
assessments of infants and young children. Event-Related Potentials (ERPs) offer a basis for understanding how areas of the
brain react to specific stimuli that are thought to play a role in the development of language and reading abilities. In this
paper, we review a series of studies that identify markers in the ERPs that are related to differences in the development
of language and reading skills. In addition, there is compelling evidence supporting the role of the home environment and
other variables that influence the intellectual level of the child’s environment (e.g., SES, parental IQ, parenting practices,
family activities) in the development of language and reading in preschool and school-aged children. In this paper, measures
of these environmental variables are linked with predictions of language and reading skill development. Efforts to integrate
information about the influence of the environment on brain responses to better understand the development of early language
and reading skills are described. 相似文献
15.
Lang H Foster S Gustina D Mowl G Liu Y 《Journal of deaf studies and deaf education》1996,1(3):202-212
This study focuses on factors that motivate and demotivate professionals to learn American Sign Language (ASL). Using a qualitative approach known as the Critical Incident Technique (CIT), faculty and staff were asked to reflect on their sign language learning expericences, and their responses were examined for motivational patterns. Principal motivating factors were intrinsic in nature, including a desire to perform well in one's position, personal goals, and an interest in sign language per se. Integrative factors were also important, especially an interest in social interactions with deaf people. Principal factors that demotivated the respondents were more extrinsic in nature, dealing with workload, scheduling issues associated with the sign language curriculum, instruction, and the attitudes of self and others. We draw implications from the findings for the enhancement of sign language instruction programs. 相似文献
16.
Wen-Hsing Luo 《Asia Pacific Education Review》2007,8(2):311-320
This study looks into issues pertaining to the policy of including native English-speaking teachers (NESTs) in elementary
schools in Taiwan, i.e., NEST programs, from the perspective of the teachers involved. Through data gathered from interviews
and classroom observations, this qualitative study examines the necessity of NEST programs and reveals the challenges facing
NESTs and local English teachers as they negotiate the process of working together. It shows that while a NEST program is
not a centralized language teacher policy in Taiwan, its necessity remains a moot point. Moreover, working with Taiwanese
homeroom teachers presented challenges to the NESTs, and the local English teachers considered that working with inexperienced
NESTs presented unwanted challenges. Finally, suggestions on NEST programs are discussed. 相似文献
17.
Given the importance of learner–interlocutor interactions, social robots have received considerable attention in the field of language learning, as this technology can physically accompany learners, is equipped with common social behaviors, and can effectively communicate with learners for language acquisition. In line with the continuous efforts to examine the effects of using social robots in language learning, this study is a meta-analysis aiming to integrate the findings of previous experimental studies on robot-assisted language learning (RALL), focusing on language learning achievement. To this end, we selected 12 independent samples (N = 522) from the initial pool of 16 empirical studies—including 23 independent samples (N = 1147)—and computed effect sizes along with their standard errors. The results indicated that RALL had a medium-sized average effect (d = 0.59, SE = 0.09, 95% CI: 0.41–0.76) compared to non-RALL conditions, such as traditional learning conditions without technology (e.g., teacher-only) or other technology-mediated conditions (e.g., virtual agents and tablet PCs). We further identified several moderator variables (i.e., age group, target language, language domain, robots’ role, interaction type, type of non-RALL condition), and provided an in-depth discussion on how these variables were related to the effectiveness of using robots for language learning. 相似文献
18.
Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this
information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in
the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs
of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations
of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide
context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5–10 threads per pair,
with 3–4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent
messages). Mentor–protégé pairs rated as effective by both mentors and protégés posted more messages overall, had well-structured
threads, had protégé and mentor postings that were similar in topic coverage and message length, and had little overt “management”
behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety
of factors at play in developing an online relationship in this context, but mentor–protégé pairs can falter at various stages
in the process and in various ways. 相似文献
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This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed. 相似文献