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FELD 1
© FernUniversität in Hagen / Horst Pierdolla
Innovations and new modes of
teaching in flexible continuing
education
Prof. Dr. Stefan Stürmer
FELD 1
© FernUniversität in Hagen / Horst Pierdolla
Promises of a
Virtual Study-Buddy-Program
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 3
Overview
1. Balancing flexibility and structure
2. A virtual study-buddy program
3. Evaluations
4. Further developments
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Balancing flexibility and structure
 Openness, flexibility and accessibility are the hallmarks of
distance education.
10.11.2015Folie 4
 But like with any freedom, “the more you have the more risk
you have”.
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Drop-out rates in higher distance education
 In fact, being a successful distance student (and effectively
dealing with the liberties provided by many distance education
programs) can be a demanding endeavor, however.
10.11.2015Folie 5
 Accordingly, dropout rates for distance education has been
reported to be higher as for classroom teaching (Carr, 2000).
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
 One important explanation for higher drop-out rates is that
students in distance education have often limited opportunities
of social interactions with peers (e.g., Kim et al., 2011; Slagter,
van Tryon & Bishop, 2009).
10.11.2015Folie 6
 As a consequence, they experience a relative deprivation in
peer-to-peer-support (e.g., practical, informational and/or
emotional support), peer-to-peer feedback and peer-to-peer
responsibilities (three important factors contributing to student
success, see Kuh, 2010).
The issue of peer interactions
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
 A main objective of our research was to create a structured
virtual peer-to-peer support program in order to address
this issue in the study entry phase (Stürmer et al., 2014)
10.11.2015Folie 7
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Online-
Motivation-
Monitor
„Study Guide“
Online-
Motivation-
Monitor
„Study Guide“
Virtual
Peer-Pairing
Programm
„Study-Buddy“
Virtual
Peer-Pairing
Programm
„Study-Buddy“
Stress
Inocculation-
Training
„Study Coach“
Stress
Inocculation-
Training
„Study Coach“
Self-organisation Social integration
Commitment
Institut für Psychologie
10.11.2015 Folie 9
• Peer-to-peer pairing program
• First semester students of the same degree program
• Duration of six weeks
• Phase 1 (3 weeks): Structured relationship building
• Phase 2 (3 weeks): Joint curricular activities
Key Features
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Relationship Pre-Structured
Support
Building Activities
Feedback
A
B B
A
B
A
Virtual Environment (MOODLE)
B
A
Social Learning
Institutional
integration
B
A
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 11
Program Evaluation
 Eligible were all Psychology B.Sc. freshmen in summer semester
2013
 Students were matched on a one-on-one basis to one other
freshmen
 Over six weeks dyads engaged in pre-structured activities in a
protected virtual environment (MOODLE).
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 12
Participants
 Total N = 1614 participants (SB: 855, CG: 759)
 Sociodemographics:
 Age: M = 31.27 years (SD = 9.27, range 17 – 69 years)
 1014 (72%) females
 497 (35%) fulltime students
 319 (26%) participants had a migrant background
 Dyads: Intervention group 1: 428
Delayed interventon group 2: 427
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 13
Fast friendship effects on liking
 Repeated measurement main effect
 F(2, 628) = 92.95, p < .001, η² = .23
5
5,1
5,2
5,3
5,4
5,5
5,6
5,7
5,8
5,9
6
week 1 week 2 week 3
group 1
group 2
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015
Folie 14
Predicting first semester exam registration (SB vs. CG, N
= 518, 2 months-follow up)
• Significant indirect effect of program participation on exam
registration via institutional integration („peer interactions“).
**p < .01; **p <.001.
program
participation
(yes / no)
institutional
integration
(end of program)
exam
registration
(yes / no)
.41*** .25**
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 15
Participants‘ perspectives
„Gelohnt hat sich die Teilnahme am Study-Buddy-
Programm, weil ich mich nicht so einsam fühlte am
Anfang des Studiums. Ich habe jemanden kennengelernt
der die gleichen Interessen hat wie ich. [...] Ich könnte mir
vorstellen, mit meinem Buddy befreundet zu sein!“
Perzat F.
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 16
Participants‘ perspectives
„Das Study-Buddy-Programm diente als sehr gute
Einstiegshilfe, es machte Lust und verbreitete Vorfreude
auf das anstehende Studium. [...] Die Tatsache, dass wir
auch als Team Aufgaben zu lösen hatten, stärkte mich,
insbesondere nach jeder gemeinsam bewältigten
Aufgabe. [...] Mein Buddy wurde mir sehr vertraut und das
wiederum half mir, mich hinsichtlich des Studiums nicht
alleine zu fühlen.“Stefanie B.
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Homescreen
10.11.2015Folie 17
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Start
10.11.2015Folie 18
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Our duties
10.11.2015Folie 19
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Private Chats
10.11.2015Folie 20
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Supervision
10.11.2015Folie 21
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
Generalizability across culturally diverse dyads
 No systematic influences of cross-cultural composition of the
study-buddy dyads
 One exception: gender composition
10.11.2015Folie 22
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
 Fast-Friendship-Procedure effective in establishing positive
and relatively enduring relationships among distance students
Conclusions
 Effectiveness held true independent of intercultural (dis)similarities
between students („personalization effect“ – exception: gender)
 Positive effects on study-related behaviors („exam registration“)
mediated via an increased sense of institutional integration
Lehrgebiet Sozialpsychologie
Prof. Dr. Stürmer
10.11.2015Folie 24
Thank you for your attention!

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2015 s. stürmer innovations and new modes of

  • 1. FELD 1 © FernUniversität in Hagen / Horst Pierdolla Innovations and new modes of teaching in flexible continuing education Prof. Dr. Stefan Stürmer
  • 2. FELD 1 © FernUniversität in Hagen / Horst Pierdolla Promises of a Virtual Study-Buddy-Program
  • 3. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 3 Overview 1. Balancing flexibility and structure 2. A virtual study-buddy program 3. Evaluations 4. Further developments
  • 4. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Balancing flexibility and structure  Openness, flexibility and accessibility are the hallmarks of distance education. 10.11.2015Folie 4  But like with any freedom, “the more you have the more risk you have”.
  • 5. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Drop-out rates in higher distance education  In fact, being a successful distance student (and effectively dealing with the liberties provided by many distance education programs) can be a demanding endeavor, however. 10.11.2015Folie 5  Accordingly, dropout rates for distance education has been reported to be higher as for classroom teaching (Carr, 2000).
  • 6. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer  One important explanation for higher drop-out rates is that students in distance education have often limited opportunities of social interactions with peers (e.g., Kim et al., 2011; Slagter, van Tryon & Bishop, 2009). 10.11.2015Folie 6  As a consequence, they experience a relative deprivation in peer-to-peer-support (e.g., practical, informational and/or emotional support), peer-to-peer feedback and peer-to-peer responsibilities (three important factors contributing to student success, see Kuh, 2010). The issue of peer interactions
  • 7. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer  A main objective of our research was to create a structured virtual peer-to-peer support program in order to address this issue in the study entry phase (Stürmer et al., 2014) 10.11.2015Folie 7
  • 8. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Online- Motivation- Monitor „Study Guide“ Online- Motivation- Monitor „Study Guide“ Virtual Peer-Pairing Programm „Study-Buddy“ Virtual Peer-Pairing Programm „Study-Buddy“ Stress Inocculation- Training „Study Coach“ Stress Inocculation- Training „Study Coach“ Self-organisation Social integration Commitment
  • 9. Institut für Psychologie 10.11.2015 Folie 9 • Peer-to-peer pairing program • First semester students of the same degree program • Duration of six weeks • Phase 1 (3 weeks): Structured relationship building • Phase 2 (3 weeks): Joint curricular activities Key Features
  • 10. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Relationship Pre-Structured Support Building Activities Feedback A B B A B A Virtual Environment (MOODLE) B A Social Learning Institutional integration B A
  • 11. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 11 Program Evaluation  Eligible were all Psychology B.Sc. freshmen in summer semester 2013  Students were matched on a one-on-one basis to one other freshmen  Over six weeks dyads engaged in pre-structured activities in a protected virtual environment (MOODLE).
  • 12. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 12 Participants  Total N = 1614 participants (SB: 855, CG: 759)  Sociodemographics:  Age: M = 31.27 years (SD = 9.27, range 17 – 69 years)  1014 (72%) females  497 (35%) fulltime students  319 (26%) participants had a migrant background  Dyads: Intervention group 1: 428 Delayed interventon group 2: 427
  • 13. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 13 Fast friendship effects on liking  Repeated measurement main effect  F(2, 628) = 92.95, p < .001, η² = .23 5 5,1 5,2 5,3 5,4 5,5 5,6 5,7 5,8 5,9 6 week 1 week 2 week 3 group 1 group 2
  • 14. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015 Folie 14 Predicting first semester exam registration (SB vs. CG, N = 518, 2 months-follow up) • Significant indirect effect of program participation on exam registration via institutional integration („peer interactions“). **p < .01; **p <.001. program participation (yes / no) institutional integration (end of program) exam registration (yes / no) .41*** .25**
  • 15. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 15 Participants‘ perspectives „Gelohnt hat sich die Teilnahme am Study-Buddy- Programm, weil ich mich nicht so einsam fühlte am Anfang des Studiums. Ich habe jemanden kennengelernt der die gleichen Interessen hat wie ich. [...] Ich könnte mir vorstellen, mit meinem Buddy befreundet zu sein!“ Perzat F.
  • 16. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 16 Participants‘ perspectives „Das Study-Buddy-Programm diente als sehr gute Einstiegshilfe, es machte Lust und verbreitete Vorfreude auf das anstehende Studium. [...] Die Tatsache, dass wir auch als Team Aufgaben zu lösen hatten, stärkte mich, insbesondere nach jeder gemeinsam bewältigten Aufgabe. [...] Mein Buddy wurde mir sehr vertraut und das wiederum half mir, mich hinsichtlich des Studiums nicht alleine zu fühlen.“Stefanie B.
  • 17. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Homescreen 10.11.2015Folie 17
  • 18. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Start 10.11.2015Folie 18
  • 19. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Our duties 10.11.2015Folie 19
  • 20. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Private Chats 10.11.2015Folie 20
  • 21. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Supervision 10.11.2015Folie 21
  • 22. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer Generalizability across culturally diverse dyads  No systematic influences of cross-cultural composition of the study-buddy dyads  One exception: gender composition 10.11.2015Folie 22
  • 23. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer  Fast-Friendship-Procedure effective in establishing positive and relatively enduring relationships among distance students Conclusions  Effectiveness held true independent of intercultural (dis)similarities between students („personalization effect“ – exception: gender)  Positive effects on study-related behaviors („exam registration“) mediated via an increased sense of institutional integration
  • 24. Lehrgebiet Sozialpsychologie Prof. Dr. Stürmer 10.11.2015Folie 24 Thank you for your attention!