Presentation, ICEM-SIIE, Aveiro 2011
Upcoming SlideShare
Loading in...5
×
 

Presentation, ICEM-SIIE, Aveiro 2011

on

  • 496 views

on-line tutoring; collaborative critical thinking

on-line tutoring; collaborative critical thinking

Statistics

Views

Total Views
496
Views on SlideShare
496
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Presentation, ICEM-SIIE, Aveiro 2011 Presentation, ICEM-SIIE, Aveiro 2011 Presentation Transcript

  • Idalina Jorge - ifjorge@ie.ul.pt
    1
    28-09-2011
  • Research goals
    Idalina Jorge - ifjorge@ie.ul.pt
    2
    Association – types & levels
    28-09-2011
  • The context and the research material
    Idalina Jorge - ifjorge@ie.ul.pt
    3
    28-09-2011
  • Variable 1- The tutor’s intervention
    Idalina Jorge - ifjorge@ie.ul.pt
    4
    11 indicators of the tutor’s intervention
    28-09-2011
  • Variable 1- Thetutor’s intervention
    Idalina Jorge - ifjorge@ie.ul.pt
    5
    28-09-2011
  • Variable 2 - collaborative critical thing
    Idalina Jorge - ifjorge@ie.ul.pt
    6
    28-09-2011
  • Unitsofanalysis
    Idalina Jorge - ifjorge@ie.ul.pt
    7
    28-09-2011
  • Procedures(1)
    Idalina Jorge - ifjorge@ie.ul.pt
    8
    The messages were kept in their chronological order
    All the categories were progressively refined
    A stable protocol established
    The complete sequences of the 40 forums were delivered to two intercoders for each variable
    Discussions with intercoders
    28-09-2011
  • Procedures (2)
    Idalina Jorge - ifjorge@ie.ul.pt
    9
    Intercoding stability measured with Cohen’s Kappa
    A Cramer’s V post-test to assess the effect of the tutor’s posts on the highest levels of collaborative critical thinking
    28-09-2011
  • The tutor’s tasks & the students highest levels of critical thinking
    Idalina Jorge - ifjorge@ie.ul.pt
    10
    Cramer’s V Associations >0.400
    28-09-2011
  • Conclusions & Suggestions (1)
    Idalina Jorge - ifjorge@ie.ul.pt
    11
    The results provide some clues on how the tutors should structure the triggering messages.
    The students value and respond positively to the tutor’s teaching and organizingtasks.
    The tutors must pay careful attention:
    to the discussion progression,
    to the flow of ideas from one post to another,
    To the core messages, since new developments tend to arise around them.
    28-09-2011
  • Conclusions & Suggestions (2)
    Idalina Jorge - ifjorge@ie.ul.pt
    12
    The students value the tutor’s presence throughout the dialogue, particularly in the integration phase.
    The tutor must explicitly ask for partial or comprehensive synthesis
    Needed: a taxonomy of open questions which lead the dialogue to its highest cognitive levels (already suggested: Jorge, 2011)
    The forum technological aspects can be improved (self-regulation devices).
    28-09-2011
  • Idalina Jorge
    Instituto de Educação,
    Universidade de Lisboa
    Idalina Jorge - ifjorge@ie.ul.pt
    13
    ThankYou!
    28-09-2011
  • Idalina Jorge
    Instituto de Educação,
    Universidade de Lisboa
    Idalina Jorge - ifjorge@ie.ul.pt
    14
    ThankYou!
    28-09-2011
  • Idalina Jorge - ifjorge@ie.ul.pt
    28-09-2011
    15