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Presentation, ICEM-SIIE, Aveiro 2011


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on-line tutoring; collaborative critical thinking

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Presentation, ICEM-SIIE, Aveiro 2011

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