Informal Help-Seeking & ICT USe

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Presentation by Adnan Qayyum at the Canadian Network for Innovation in Education conference (2009)

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Informal Help-Seeking & ICT USe

  1. 1. Informal help-seeking & ICTs Adnan Qayyum Concordia University Canadian Network for Innovation in Education May 12, 2009
  2. 2. Agenda <ul><li>Present general research problem </li></ul><ul><li>Review qualitative study </li></ul><ul><li>Discuss findings of quantitative study </li></ul><ul><li>So what? possible implications </li></ul>
  3. 3. General problem & method <ul><li>General research problem </li></ul><ul><ul><li>Buddhist wheel metaphor </li></ul></ul><ul><ul><li>explore student-generated interaction </li></ul></ul><ul><ul><li>describe how students interact outside of class for course-purposes, and the role of ICTs in doing so </li></ul></ul><ul><li>Method </li></ul><ul><li>Exploratory mixed method -qual becomes means for developing or locating instrument </li></ul><ul><li>Qualitative study </li></ul><ul><ul><li>what’s going on </li></ul></ul><ul><li>Quantitative study </li></ul><ul><ul><li>how common is this </li></ul></ul><ul><ul><li>identify underlying dynamics </li></ul></ul>
  4. 4. Qualitative study <ul><li>Guiding research questions </li></ul><ul><ul><li>How do students interact with peers and others for course-related purposes outside of class? </li></ul></ul><ul><ul><li>How do ICTs affect this dynamic? </li></ul></ul><ul><li>Collaboration with BCIT Learning & Teaching Unit </li></ul><ul><li>Data collection: Interviews, observations, existing documents, student blogs </li></ul><ul><ul><li>69 students in 29 groups </li></ul></ul><ul><ul><li>Individually and in groups </li></ul></ul>
  5. 5. Findings: channels of communication <ul><li>Talking </li></ul><ul><ul><li>in person </li></ul></ul><ul><ul><li>via cellphones </li></ul></ul><ul><li>Writing </li></ul><ul><ul><li>via chat (e.g. MSN, Yahoo) </li></ul></ul><ul><ul><li>email </li></ul></ul><ul><ul><li>Facebook, MySpace </li></ul></ul><ul><ul><li>cellphone text messages </li></ul></ul><ul><ul><li>WebCT </li></ul></ul>
  6. 6. Findings: topics of communication <ul><ul><li>Main topics </li></ul></ul><ul><ul><ul><li>discussing school projects and assignments </li></ul></ul></ul><ul><ul><ul><li>discussing general school issues </li></ul></ul></ul><ul><ul><ul><li>seeking and sharing information about course administrative issues </li></ul></ul></ul><ul><ul><ul><li>organizing for school work </li></ul></ul></ul><ul><ul><li>Other course-related topics </li></ul></ul><ul><ul><ul><li>Studying in groups </li></ul></ul></ul><ul><ul><ul><li>Seeking help about course content </li></ul></ul></ul><ul><ul><ul><li>Working on assigned group projects </li></ul></ul></ul><ul><ul><ul><li>Reviewing each others work </li></ul></ul></ul><ul><ul><ul><li>Sharing resources </li></ul></ul></ul>
  7. 7. Findings: location of communication <ul><ul><li>Blend of social and work space </li></ul></ul><ul><ul><ul><li>E.g. cafeterias, Student Hall, lounge spaces </li></ul></ul></ul><ul><ul><li>Designated work spaces </li></ul></ul><ul><ul><ul><li>E.g. labs, library, learning commons </li></ul></ul></ul><ul><ul><li>Social spaces </li></ul></ul><ul><ul><ul><li>E.g. restaurant, pub </li></ul></ul></ul><ul><ul><li>Off campus </li></ul></ul><ul><ul><ul><li>E.g. home </li></ul></ul></ul>
  8. 8. Quantitative study <ul><li>Which factors might motivate students to communicate with and seek help from peers and instructors? </li></ul><ul><li>What communication channels do students use to interact with peers and instructors outside of class? </li></ul><ul><li>Why do students choose particular communication channels to support their learning? </li></ul>
  9. 9. Questionnaire <ul><li>Main data collection instrument: 89 item survey </li></ul><ul><li>Content validity: peer review </li></ul><ul><li>Construct validity: pilot test (Fall 2008, N=40  </li></ul><ul><li>from .78 to .89) </li></ul><ul><li>Survey administered to 14 courses (6 to 93) </li></ul><ul><ul><li>449 students (438 usable after screening & cleaning) </li></ul></ul><ul><li>Self-reporting </li></ul>
  10. 10. Respondents <ul><li>Respondent’s demographics </li></ul>Not working 52% Working 48% Technology 79% Trades 21% Male 56% Female 43%
  11. 11. Q1: Which factors motivate students to communicate with peers and instructors? <ul><li>Peer usefulness </li></ul><ul><ul><li>Better comprehension, saves time, useful feedback, motivation, better work completed </li></ul></ul><ul><li>Perception of instructors </li></ul><ul><ul><li>available, approachable, knowledgeable, prompt </li></ul></ul><ul><li>Peer trust </li></ul><ul><ul><li>affective trust, reliable, timely </li></ul></ul><ul><li>Independence </li></ul><ul><ul><li>prefer to work on own; learn by trying things on own </li></ul></ul><ul><li>Perception of course </li></ul><ul><ul><li>Manageable workload; would recommend course </li></ul></ul><ul><li>Threat </li></ul><ul><ul><li>Fear of looking “stupid”; hesitate to approach instructor for help </li></ul></ul>
  12. 12. Q2: What communication channels do students use to interact with peers and instructors outside of class? <ul><li>Communicating with peers </li></ul><ul><li>1. Talking in person </li></ul><ul><li>2. Personal email (e.g. Hotmail, Telus, etc.) </li></ul><ul><li>3. Talking via phone </li></ul><ul><li>4. Text message via cellphones </li></ul><ul><li>5. Instant messaging (MSN, Yahoo, etc) </li></ul><ul><li>6. BCIT email account </li></ul><ul><li>6. Facebook/MySpace </li></ul><ul><li>8. WebCT </li></ul>
  13. 13. Q2: What communication channels to students used to interact with peers and instructors outside of class? <ul><li>Communicating with instructors </li></ul><ul><li>Talking in person </li></ul><ul><li>BCIT email account </li></ul><ul><li>Personal email (e.g. Hotmail, Telus) </li></ul><ul><li>WebCT </li></ul><ul><li>Talking via phone </li></ul><ul><li>Instant messaging (MSN, Yahoo messenger) </li></ul><ul><li>Text message via cellphones </li></ul><ul><li>Facebook/MySpace </li></ul>
  14. 14. Q3: Why do students choose particular communication channels to support their learning? <ul><li>Were there any significant relationships between factors that may motivate communication with peers and instructors, and the choice of communication channels? </li></ul><ul><li>Threat : fear of looking stupid, hesitating asking instructors </li></ul><ul><ul><li>In Person </li></ul></ul><ul><ul><li>Personal email </li></ul></ul><ul><ul><li>Avoiding personal communication </li></ul></ul>
  15. 15. Q3: Why do students choose particular communication channels to support their learning? <ul><li>Peer usefulness : communicating with peers is useful </li></ul><ul><ul><li>Facebook </li></ul></ul><ul><ul><li>Instant messaging </li></ul></ul><ul><ul><li>Text message </li></ul></ul><ul><ul><li>Phone </li></ul></ul><ul><ul><li>WebCT </li></ul></ul><ul><ul><li>In Person </li></ul></ul><ul><ul><li>Synchronous communication </li></ul></ul><ul><li>Peer trust: peers are trustworthy, reliable, timely </li></ul><ul><ul><li>In person </li></ul></ul><ul><ul><li>Phone </li></ul></ul><ul><ul><li>Instant messaging </li></ul></ul><ul><ul><li>Text messaging </li></ul></ul><ul><ul><li>Synchronous communication </li></ul></ul>
  16. 16. So what? <ul><li>How do might these findings inform design or teaching strategies? </li></ul><ul><li>How might these findings inform how institutions should allocate resources? </li></ul>
  17. 17. Possible implications <ul><li>Threat important in help-seeking behaviour </li></ul><ul><li>Reducing threat </li></ul><ul><ul><li>E.g. Facebook in class: good </li></ul></ul><ul><ul><li>Facebook without instructor; better? </li></ul></ul><ul><li>Promote and encourage synchronous options </li></ul><ul><li>Institutional vs commonly available ICTs </li></ul><ul><ul><li>Supply-side vs demand side ed tech (wikis, blogs) </li></ul></ul>
  18. 18. Further information <ul><li>[email_address] </li></ul>

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