This study examined the effects of initial belongingness and synchronicity on cooperative learning. 171 undergraduate students participated in constructive controversies that varied the level of initial belongingness (acceptance, mild rejection, control) and synchronicity (face-to-face, synchronous online, asynchronous online). Results showed that initial acceptance increased time spent, cooperative perceptions, epistemic regulation, and intrinsic motivation compared to control and mild rejection conditions. Additionally, under mild rejection, asynchronous online discussions led to higher multiple choice scores than face-to-face or synchronous online discussions.
The document discusses using mixed methods to understand complex learning. It provides examples of design-based research projects that use mixed methods to study complex learning environments involving technology, pedagogy, curriculum and participant structures. One example is the STELLAR project, which adapted problem-based learning for teacher education using video cases, an online knowledge web and discussion tools to support self-directed learning. Analysis of the STELLAR project found gains in understanding complex concepts and variability between student groups.
This session presents the dilemmas of complexity, and introduces complexity theory models including complex adaptive systems (CAS) and Cynefin to better understand organizational contexts and respond with Innovation.
This session should appeal to Agile practitioners interested in exploring complexity and applying practical techniques for improving Agile project outcomes. The session will discuss the following:
1) Introduce complexity theory and offer Cynefin as a valuable and practical tool for Scrum teams to manage changing contexts and operate Scrum as a Complex Adaptive System.
2) Explain how this enhances sense-making during an Agile project e.g. during sprint planning and user story development.
3) Explain how a team can apply different approaches for Cynefin domains e.g. Probe-Sense-Respond vs. Sense-Analyse-Respond.
4) Discuss useful Cognitive-Edge techniques e.g. safe to fail experimentation, butterfly stamping with the backlog, ritual dissent with solution design.
6) Show how Cynefin practices enhance the role of the ScrumMaster to create more effective and responsive teams.
7) Wet the appetite to start experimenting with Cynefin and build on small successes.
This document discusses agent architecture for simulating norm dynamics, specifically focusing on internalization. It presents:
1) Different levels of norm internalization from full processing to incorporation as automated behavior.
2) A modular agent architecture for norm recognition, adoption, and conforming or violating behavior.
3) Factors that can lead to internalization like consistency with previous norms, anticipation of internal sanctions, and sensitivity to norm salience.
4) Experimental results showing internalized agents maintain cooperation even when punishment decreases due to independence from external enforcement. However, more work is needed to model multiple interacting norms and incorporate emotions.
Wu Wei coaching is based on Bruce Lee's philosophy of being like water and adjusting to situations. It involves being very sensitive to movements in a situation and allowing change and identity to form through dialogue rather than using rigid tools or techniques. A Wu Wei coach works with the client's dialogue in the present moment and views the client as the expert of their own situation.
The document discusses different levels of learning based on Bloom's taxonomy, with level 2.0 focusing on recall and basic understanding, level 3.0 involving more complex thinking like applying generalizations and principles, and level 4.0 reaching the highest levels of analysis, evaluation, and creation. It provides examples of how instruction could be adapted for each level regarding information, mental procedures, and psychomotor skills. The document emphasizes scaffolding learning and having students represent and reflect on content in more sophisticated ways as the levels progress.
Achievement Motivation and Work Performancecristorm
ย
Descriptive-Correlational Study on Achievement Motivation and Work Performance among Municipal Employees of the Municipality of Bingawan, Republic of the Philippines
Blended learning based on creative approach enhancing the mutual impact of cr...Alexander Decker
ย
This document summarizes a research study that investigated the impact of blended learning based on a creative approach on creativity, intrinsic motivation, and achievement in academic computer courses. The study involved 57 undergraduate students enrolled in an academic computer course at Taif University in Saudi Arabia. Students were taught using a creative blended learning approach designed to enhance creative performance in computer programming. Results found that the blended learning approach based on creativity had a positive effect on students' creative performance and computer programming. Additionally, the study found a relationship between creativity, intrinsic motivation, and achievement when using a creative blended learning approach.
The document discusses using mixed methods to understand complex learning. It provides examples of design-based research projects that use mixed methods to study complex learning environments involving technology, pedagogy, curriculum and participant structures. One example is the STELLAR project, which adapted problem-based learning for teacher education using video cases, an online knowledge web and discussion tools to support self-directed learning. Analysis of the STELLAR project found gains in understanding complex concepts and variability between student groups.
This session presents the dilemmas of complexity, and introduces complexity theory models including complex adaptive systems (CAS) and Cynefin to better understand organizational contexts and respond with Innovation.
This session should appeal to Agile practitioners interested in exploring complexity and applying practical techniques for improving Agile project outcomes. The session will discuss the following:
1) Introduce complexity theory and offer Cynefin as a valuable and practical tool for Scrum teams to manage changing contexts and operate Scrum as a Complex Adaptive System.
2) Explain how this enhances sense-making during an Agile project e.g. during sprint planning and user story development.
3) Explain how a team can apply different approaches for Cynefin domains e.g. Probe-Sense-Respond vs. Sense-Analyse-Respond.
4) Discuss useful Cognitive-Edge techniques e.g. safe to fail experimentation, butterfly stamping with the backlog, ritual dissent with solution design.
6) Show how Cynefin practices enhance the role of the ScrumMaster to create more effective and responsive teams.
7) Wet the appetite to start experimenting with Cynefin and build on small successes.
This document discusses agent architecture for simulating norm dynamics, specifically focusing on internalization. It presents:
1) Different levels of norm internalization from full processing to incorporation as automated behavior.
2) A modular agent architecture for norm recognition, adoption, and conforming or violating behavior.
3) Factors that can lead to internalization like consistency with previous norms, anticipation of internal sanctions, and sensitivity to norm salience.
4) Experimental results showing internalized agents maintain cooperation even when punishment decreases due to independence from external enforcement. However, more work is needed to model multiple interacting norms and incorporate emotions.
Wu Wei coaching is based on Bruce Lee's philosophy of being like water and adjusting to situations. It involves being very sensitive to movements in a situation and allowing change and identity to form through dialogue rather than using rigid tools or techniques. A Wu Wei coach works with the client's dialogue in the present moment and views the client as the expert of their own situation.
The document discusses different levels of learning based on Bloom's taxonomy, with level 2.0 focusing on recall and basic understanding, level 3.0 involving more complex thinking like applying generalizations and principles, and level 4.0 reaching the highest levels of analysis, evaluation, and creation. It provides examples of how instruction could be adapted for each level regarding information, mental procedures, and psychomotor skills. The document emphasizes scaffolding learning and having students represent and reflect on content in more sophisticated ways as the levels progress.
Achievement Motivation and Work Performancecristorm
ย
Descriptive-Correlational Study on Achievement Motivation and Work Performance among Municipal Employees of the Municipality of Bingawan, Republic of the Philippines
Blended learning based on creative approach enhancing the mutual impact of cr...Alexander Decker
ย
This document summarizes a research study that investigated the impact of blended learning based on a creative approach on creativity, intrinsic motivation, and achievement in academic computer courses. The study involved 57 undergraduate students enrolled in an academic computer course at Taif University in Saudi Arabia. Students were taught using a creative blended learning approach designed to enhance creative performance in computer programming. Results found that the blended learning approach based on creativity had a positive effect on students' creative performance and computer programming. Additionally, the study found a relationship between creativity, intrinsic motivation, and achievement when using a creative blended learning approach.
11.a study of achievement motivation of low and high level volleyball playersAlexander Decker
ย
This document summarizes a study that examined the relationship between achievement motivation and performance level in volleyball players. The study involved 50 male volleyball players divided into high-performing (N=25) and low-performing (N=25) groups. An achievement motivation scale was used to assess differences between the groups. Results indicated that high performers had significantly higher achievement motivation scores than low performers. The study provides evidence that high achievement motivation distinguishes high-level performers.
Managing Organizations project for the University of Washington. Analyzed the relationship between employee motivation and rewards, both extrinsic and intrinsic. This is the slideshow from our teams presentation.
This study examined the relationship between sports achievement motivation and sports competition anxiety in 20 interuniversity badminton players. A sports competition anxiety test and sports achievement motivation test were administered. The results found a significant negative correlation between achievement motivation and anxiety, indicating that players with higher anxiety tended to have lower achievement motivation, and vice versa. The researchers concluded that a player's level of motivation is influenced by their anxiety, and managing anxiety could help improve sports performance.
The correlation among teachersโ expectations and studentsโ motivation, academ...Alexander Decker
ย
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This document discusses achievement motivation and related concepts. It defines achievement motivation as a high need for achievement and lists common traits of those with high achievement motivation such as attributing success to their own effort. It discusses sources of achievement motivation including emotions, cognitive factors, and birth order. Projective tests used to measure achievement motivation are also outlined, including the Rotter Incomplete Sentence Test, Rorschach Inkblot Test, and Thematic Apperception Test. The document contrasts task versus social leadership and describes Theory X and Theory Y approaches to leadership.
This document provides an overview of key concepts that will be learned regarding personality including personality theories, attitudes, motivation, goal setting, group dynamics, and leadership skills. It explains three major perspectives of personality theory - trait theory, social learning theory, and interactionist theory - and notes limitations of both trait and social learning theories. Specifically, trait theory does not account for environmental influences on personality, while social learning theory does not consider inherited behaviors.
Tantrums can be very trying as Parents. How to manage your Child's Tantrum. Understanding tantrums. What to do in the event of a Tantrum. Easy to follow strategies.
This document is a dissertation submitted by Muhammad Abdur Rahman Malik for the degree of Doctor of Philosophy at Lahore University of Management Sciences in May 2013. The dissertation explores the relationship between rewards and creative behavior, challenging three common assumptions in prior research: 1) the relationship is direct and unmoderated, 2) rewards impact individuals the same regardless of disposition or context, and 3) all rewards produce similar types of creative behavior. The study aims to identify factors that mediate and moderate the relationship between rewards and creative behavior. Data was collected through surveys of 260 employees and supervisors. The results suggest rewards impact individuals differently based on personal dispositions and context. Intrinsic and extrinsic rewards also produce different types of creative behavior.
The document lists 60 ideas for motivating contact center employees. Some of the ideas include inviting employees to help design team branding, ensuring work procedures are documented clearly, providing regular coaching and feedback, communicating the organization's strategic goals, and rotating motivational incentives regularly to prevent boredom.
This document is a motivation questionnaire that asks the respondent to list 3 personal and professional goals, what typically motivates them such as money or awards, and their preferences for various rewards like money, gift certificates, candy or paid time off. It also asks for their favorite cake, ice cream, candy bar, restaurant, music and movie theater as well as whether they enjoy public recognition.
This document discusses temper tantrums and emotional outbursts in adults. It identifies common causes as emotional immaturity, insecurity, unforgiveness, stress, selfishness, and certain personality traits. Guidance and counseling can help address the underlying issues. The document also discusses techniques for emotional control, including identifying automatic thoughts, detaching from emotions, and therapies like thought field therapy and idenics.
Motivation questionnaire for class facilitaters of superior university lahore.Zeeshan Brave
ย
The document is a motivation questionnaire for class facilitators at Superior University Lahore. It contains 17 statements to assess how motivated respondents feel in their current role, using a 5-point scale. The statements address factors like the importance of the organization's mission, understanding of expectations, workload, variety, leadership, opportunities to utilize strengths, relationships with advisers, recognition, communication, care, autonomy, development opportunities, and progress discussions.
This document summarizes a discussion between a social worker and parents of toddlers about minimizing tantrums. The social worker addressed the parents' goals of increasing good days and minimizing tantrums. She discussed what is normal toddler behavior, such as being messy, curious, and having limited attention spans. The social worker provided strategies for parents to set limits, offer choices, and ignore bad behaviors that are not unsafe. She emphasized making routines, using positive directions, and remaining calm during tantrums. The meeting concluded with practicing challenging situations and encouraging parents to try one new strategy each day.
MASLOWโS THEORY OF HIERARCHICAL NEEDS AND MCCLELLANDโS ACHIEVEMENT MOTIVATION...Arun Joseph
ย
Abraham Maslow (1908-1970) was an American psychologist who developed Maslow's hierarchy of needs, which identifies physiological needs, safety needs, love and belonging, esteem, and self-actualization as aspects of motivation. Maslow argued that people are motivated to fulfill basic needs before moving on to other needs. His theories emphasize using individual potential and self-fulfillment. The document also discusses McClelland's theory of achievement motivation and how teachers can develop achievement motivation among students.
This document contains a motivational needs questionnaire to assess whether an individual's dominant motivational needs are achievement, affiliation, or power based on McClelland's theory of motivation. The questionnaire contains 11 questions with 3 answer choices that correspond to achievement, affiliation, or power. After completing the questionnaire, the respondent counts their answers in each category and their highest score indicates their dominant motivational personality type.
The document discusses attitudes, their formation, components, and relationship to behavior. It defines an attitude as having three components - cognitive, affective, and behavioral. Attitudes are formed through learning and experiences from friends, family, media and other social influences. The document also discusses prejudice and stereotyping, how attitudes can be changed, and strategies to improve attitude like goal setting and rewards. It notes that while attitude predicts behavior, the relationship is not always 100% and other factors can influence whether intentions and plans are carried out.
The document discusses achievement motivation theory and its relationship to managerial success. It covers McClelland's achievement motivation theory, which found that individuals with a strong need for achievement take responsibility for their actions, set moderate goals, and prefer nonroutine tasks. Those with high achievement motivation view money as feedback on their performance, want challenging work, and are often entrepreneurs or managers. Both high achievers and those with a strong need for power can be important for successful organizations when they bring different skills. Motivation can be improved quickly and is key to performance improvement.
This document summarizes research from Andy J. Saltarelli on investigating the effects of social context on educational outcomes. It discusses four studies that took diverse approaches: 1) A phenomenological study of the Lost Boys of Sudan that found they developed a cultural hybrid and demonstrated educational resilience. 2) An experiment showing that satisfying belongingness needs can promote online cooperation. 3) An intervention study that closed global participation gaps in MOOCs by addressing social belonging and identity threats. 4) A qualitative study of MOOC faculty sensemaking strategies in open online initiatives. The document advocates for mixed methods and diverse approaches to research on learning in social contexts.
Stanford Digital Learning Forum - Innovations in Online "Courses" Andy Saltarelli
ย
This document provides an overview of innovations in online courses by Andy J. Saltarelli, an instructional designer at Stanford University. It discusses new technologies for content delivery, ways to enhance the learner experience, and tools to help instructors manage online courses. Examples mentioned include interactive content, personalized learning paths, analytics for student performance, and collaborative assignments across international institutions. The document aims to explore how online education is evolving through new digital approaches and technologies.
Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving dialogic argumentation and the shared goal of reaching an integrative position. One hundred seventy-one undergraduates were randomly assigned to a 3 (synchron- icity: FTF, synchronous CMC, asynchronous CMC) ๏ฐ 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design. As predicted, FTF and synchronous CMC conditions increased cooperation, epistemic conflict regulation, motivation (interest-value), and achievement (completion rate, integrative statements), whereas asynchronous CMC increased competition and relational conflict reg- ulation and decreased motivation and achievement. Also as predicted, satisfying belongingness needs (through acceptance) increased cooperation, epistemic conflict regulation, and motivation compared with control. Unexpectedly, there was no evidence that mild rejection diminished outcomes. Results inform theory by demonstrating that FTF and CMC synchronicity represent boundary conditions in which constructive controversy stimulates different social-psychological processes and, in turn, different outcomes. Results also inform practice by showing that synchronicity and belongingness have additive effects on constructive controversy and that satisfying belongingness needs buffers but does not offset the deleterious effects of asynchronous CMC.
11.a study of achievement motivation of low and high level volleyball playersAlexander Decker
ย
This document summarizes a study that examined the relationship between achievement motivation and performance level in volleyball players. The study involved 50 male volleyball players divided into high-performing (N=25) and low-performing (N=25) groups. An achievement motivation scale was used to assess differences between the groups. Results indicated that high performers had significantly higher achievement motivation scores than low performers. The study provides evidence that high achievement motivation distinguishes high-level performers.
Managing Organizations project for the University of Washington. Analyzed the relationship between employee motivation and rewards, both extrinsic and intrinsic. This is the slideshow from our teams presentation.
This study examined the relationship between sports achievement motivation and sports competition anxiety in 20 interuniversity badminton players. A sports competition anxiety test and sports achievement motivation test were administered. The results found a significant negative correlation between achievement motivation and anxiety, indicating that players with higher anxiety tended to have lower achievement motivation, and vice versa. The researchers concluded that a player's level of motivation is influenced by their anxiety, and managing anxiety could help improve sports performance.
The correlation among teachersโ expectations and studentsโ motivation, academ...Alexander Decker
ย
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This document discusses achievement motivation and related concepts. It defines achievement motivation as a high need for achievement and lists common traits of those with high achievement motivation such as attributing success to their own effort. It discusses sources of achievement motivation including emotions, cognitive factors, and birth order. Projective tests used to measure achievement motivation are also outlined, including the Rotter Incomplete Sentence Test, Rorschach Inkblot Test, and Thematic Apperception Test. The document contrasts task versus social leadership and describes Theory X and Theory Y approaches to leadership.
This document provides an overview of key concepts that will be learned regarding personality including personality theories, attitudes, motivation, goal setting, group dynamics, and leadership skills. It explains three major perspectives of personality theory - trait theory, social learning theory, and interactionist theory - and notes limitations of both trait and social learning theories. Specifically, trait theory does not account for environmental influences on personality, while social learning theory does not consider inherited behaviors.
Tantrums can be very trying as Parents. How to manage your Child's Tantrum. Understanding tantrums. What to do in the event of a Tantrum. Easy to follow strategies.
This document is a dissertation submitted by Muhammad Abdur Rahman Malik for the degree of Doctor of Philosophy at Lahore University of Management Sciences in May 2013. The dissertation explores the relationship between rewards and creative behavior, challenging three common assumptions in prior research: 1) the relationship is direct and unmoderated, 2) rewards impact individuals the same regardless of disposition or context, and 3) all rewards produce similar types of creative behavior. The study aims to identify factors that mediate and moderate the relationship between rewards and creative behavior. Data was collected through surveys of 260 employees and supervisors. The results suggest rewards impact individuals differently based on personal dispositions and context. Intrinsic and extrinsic rewards also produce different types of creative behavior.
The document lists 60 ideas for motivating contact center employees. Some of the ideas include inviting employees to help design team branding, ensuring work procedures are documented clearly, providing regular coaching and feedback, communicating the organization's strategic goals, and rotating motivational incentives regularly to prevent boredom.
This document is a motivation questionnaire that asks the respondent to list 3 personal and professional goals, what typically motivates them such as money or awards, and their preferences for various rewards like money, gift certificates, candy or paid time off. It also asks for their favorite cake, ice cream, candy bar, restaurant, music and movie theater as well as whether they enjoy public recognition.
This document discusses temper tantrums and emotional outbursts in adults. It identifies common causes as emotional immaturity, insecurity, unforgiveness, stress, selfishness, and certain personality traits. Guidance and counseling can help address the underlying issues. The document also discusses techniques for emotional control, including identifying automatic thoughts, detaching from emotions, and therapies like thought field therapy and idenics.
Motivation questionnaire for class facilitaters of superior university lahore.Zeeshan Brave
ย
The document is a motivation questionnaire for class facilitators at Superior University Lahore. It contains 17 statements to assess how motivated respondents feel in their current role, using a 5-point scale. The statements address factors like the importance of the organization's mission, understanding of expectations, workload, variety, leadership, opportunities to utilize strengths, relationships with advisers, recognition, communication, care, autonomy, development opportunities, and progress discussions.
This document summarizes a discussion between a social worker and parents of toddlers about minimizing tantrums. The social worker addressed the parents' goals of increasing good days and minimizing tantrums. She discussed what is normal toddler behavior, such as being messy, curious, and having limited attention spans. The social worker provided strategies for parents to set limits, offer choices, and ignore bad behaviors that are not unsafe. She emphasized making routines, using positive directions, and remaining calm during tantrums. The meeting concluded with practicing challenging situations and encouraging parents to try one new strategy each day.
MASLOWโS THEORY OF HIERARCHICAL NEEDS AND MCCLELLANDโS ACHIEVEMENT MOTIVATION...Arun Joseph
ย
Abraham Maslow (1908-1970) was an American psychologist who developed Maslow's hierarchy of needs, which identifies physiological needs, safety needs, love and belonging, esteem, and self-actualization as aspects of motivation. Maslow argued that people are motivated to fulfill basic needs before moving on to other needs. His theories emphasize using individual potential and self-fulfillment. The document also discusses McClelland's theory of achievement motivation and how teachers can develop achievement motivation among students.
This document contains a motivational needs questionnaire to assess whether an individual's dominant motivational needs are achievement, affiliation, or power based on McClelland's theory of motivation. The questionnaire contains 11 questions with 3 answer choices that correspond to achievement, affiliation, or power. After completing the questionnaire, the respondent counts their answers in each category and their highest score indicates their dominant motivational personality type.
The document discusses attitudes, their formation, components, and relationship to behavior. It defines an attitude as having three components - cognitive, affective, and behavioral. Attitudes are formed through learning and experiences from friends, family, media and other social influences. The document also discusses prejudice and stereotyping, how attitudes can be changed, and strategies to improve attitude like goal setting and rewards. It notes that while attitude predicts behavior, the relationship is not always 100% and other factors can influence whether intentions and plans are carried out.
The document discusses achievement motivation theory and its relationship to managerial success. It covers McClelland's achievement motivation theory, which found that individuals with a strong need for achievement take responsibility for their actions, set moderate goals, and prefer nonroutine tasks. Those with high achievement motivation view money as feedback on their performance, want challenging work, and are often entrepreneurs or managers. Both high achievers and those with a strong need for power can be important for successful organizations when they bring different skills. Motivation can be improved quickly and is key to performance improvement.
This document summarizes research from Andy J. Saltarelli on investigating the effects of social context on educational outcomes. It discusses four studies that took diverse approaches: 1) A phenomenological study of the Lost Boys of Sudan that found they developed a cultural hybrid and demonstrated educational resilience. 2) An experiment showing that satisfying belongingness needs can promote online cooperation. 3) An intervention study that closed global participation gaps in MOOCs by addressing social belonging and identity threats. 4) A qualitative study of MOOC faculty sensemaking strategies in open online initiatives. The document advocates for mixed methods and diverse approaches to research on learning in social contexts.
Stanford Digital Learning Forum - Innovations in Online "Courses" Andy Saltarelli
ย
This document provides an overview of innovations in online courses by Andy J. Saltarelli, an instructional designer at Stanford University. It discusses new technologies for content delivery, ways to enhance the learner experience, and tools to help instructors manage online courses. Examples mentioned include interactive content, personalized learning paths, analytics for student performance, and collaborative assignments across international institutions. The document aims to explore how online education is evolving through new digital approaches and technologies.
Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving dialogic argumentation and the shared goal of reaching an integrative position. One hundred seventy-one undergraduates were randomly assigned to a 3 (synchron- icity: FTF, synchronous CMC, asynchronous CMC) ๏ฐ 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design. As predicted, FTF and synchronous CMC conditions increased cooperation, epistemic conflict regulation, motivation (interest-value), and achievement (completion rate, integrative statements), whereas asynchronous CMC increased competition and relational conflict reg- ulation and decreased motivation and achievement. Also as predicted, satisfying belongingness needs (through acceptance) increased cooperation, epistemic conflict regulation, and motivation compared with control. Unexpectedly, there was no evidence that mild rejection diminished outcomes. Results inform theory by demonstrating that FTF and CMC synchronicity represent boundary conditions in which constructive controversy stimulates different social-psychological processes and, in turn, different outcomes. Results also inform practice by showing that synchronicity and belongingness have additive effects on constructive controversy and that satisfying belongingness needs buffers but does not offset the deleterious effects of asynchronous CMC.
This study examined the effects of belongingness and synchronicity on cooperative learning. 171 students participated in constructive controversy discussions either face-to-face, synchronously online, or asynchronously online. They also received manipulations of belongingness (acceptance, mild rejection, control). Results showed that initial belongingness had positive effects on cooperation, motivation and technology perceptions. However, belongingness did not fully offset the negative effects of asynchronous discussions, which had poorer outcomes than face-to-face or synchronous discussions. The findings suggest belongingness is important but synchronicity also significantly impacts cooperative learning.
The document summarizes research on the effects of virtual labs and cooperative learning in anatomy instruction. The research found that using virtual anatomy software alone led to lower achievement and motivation compared to cadaver labs. However, incorporating cooperative learning activities such as jigsaw mitigated the negative effects of the virtual software. Students who used the virtual software with jigsaw activities performed better on retention tests and had higher motivation and perceptions of task-technology fit than students who used the software individually. The results suggest cooperative learning can improve virtual anatomy instruction.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
ย
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
The document summarizes two studies on the effects of virtual labs and cooperative learning on student achievement and motivation in anatomy instruction. In the first study, students who used cadaver labs performed better than those using virtual software alone. The second study compared virtual software with cadaver labs, using a jigsaw cooperative learning technique. Results showed students who participated in jigsaw activities had higher achievement, motivation, and epistemic regulation than students working individually. The jigsaw technique helped ameliorate decreases in motivation observed in students using only virtual software.
Trends and Best Practices in Faculty Development for Online TeachingAndy Saltarelli
ย
This document discusses trends and best practices in faculty development for online teaching. It outlines some of the tensions between pedagogy and technological competencies that faculty face in developing online courses. It recommends that faculty development programs focus on authentic pedagogical problems and foster communities of faculty learners. Specific solutions proposed include engaging faculty in design-based research partnerships and measuring the impact of development programs through student and faculty surveys.
1) The study examined the effects of face-to-face and computer-mediated constructive controversy on social interdependence, motivation, and achievement.
2) 101 undergraduates participated in either face-to-face, synchronous computer-mediated, or asynchronous computer-mediated conditions involving a controversial debate topic.
3) Results showed that the synchronous computer-mediated condition led to more cooperative perceptions, higher motivation, and better achievement outcomes than the asynchronous condition, which was closest to face-to-face interaction.
Multimedia, Simulations, and Learning TransferAndy Saltarelli
ย
The document discusses a study that examined the effects of using multimedia and virtual simulations (Anatomy and Physiology Revealed 2.0 or APR 2.0) versus cadaver dissection alone on learning transfer in an undergraduate anatomy course. 233 students were randomly assigned to either use APR 2.0 or dissect cadavers alone during a two-week unit, and their identification and explanatory transfer was assessed. Results showed students who dissected cadavers alone performed better on both types of transfer questions than those who used APR 2.0. The study suggests hands-on interaction may better support learning transfer than virtual simulations alone.
1. The document discusses using required out-of-class experiential activities in first-year experience (FYE) courses to promote student knowledge, engagement, and empowerment.
2. It describes models used at Central Michigan University that require students to participate in campus activities and reflect on the experiences.
3. Assessment results found that students found the activities most valuable for gaining self-awareness, trying new things, and learning about the campus and community. Instructors and mentors also saw benefits for student engagement and learning.
The document presents a hypothesis that the range of motion (ROM) of synovial joints can be predicted by subtracting the concave arc from the convex arc of the articular surfaces. The authors tested this hypothesis on 21 joints from cadavers by measuring the actual ROM and comparing it to the predicted ROM calculated from the articular surface dimensions. They found a moderate correlation of r=0.77 between the measured and predicted ROM, supporting the hypothesis with some limitations.
This document outlines Andy Saltarelli's teaching philosophy project where he analyzed teaching philosophy documents from 1999-2004 and 2005-2010 to test two hypotheses: 1) that more recent documents would have less text and more links, and 2) that more recent documents would use more constructivist words while older documents used more direct instruction words. The analysis found some support for the second hypothesis but not the first. It concluded more research is needed using larger samples and more advanced statistical analysis to better understand how teaching philosophies have changed with the rise of online learning and web tools.
This document outlines the steps for a controversy activity where students debate whether schools should try to increase student self-esteem. It instructs participants advocating the "yes" and "no" positions to make initial statements, rebuttals, and perspective-taking statements by posting video links. Students draft a consensus statement integrating the perspectives and both must approve the final statement. The document directs participants to a concluding quiz and survey upon completion of the activity steps.
1. The study examined the experiences of unaccompanied Sudanese refugee youth who were resettled in the US without parental support.
2. It found that maintaining a connection to their native culture through remembering where they came from provided a sense of purpose and motivation that helped with adaptation.
3. However, some youth struggled if they either forgot this connection or became too assimilated into American culture. Key factors in successful adaptation included selectively incorporating beneficial aspects of both cultures.
- The document summarizes a study on the experiences of 18 Sudanese refugee youths who were placed in foster care in the United States without their parents, and the perspectives of their 15 foster parents.
- Both the refugee youths and foster parents reported that developing close, affective bonds helped support the youths' adaptation to life in America, with many youths still maintaining relationships with foster families years later.
- However, challenges included differing expectations between foster parents and youths regarding independence and authority, as well as initial communication issues due to cultural and language barriers.
The study examined how racialized experiences influenced the identities of Sudanese refugee youth in the United States. Key findings included:
1) The youth experienced discrimination and prejudice based on their skin color and were subject to racial profiling, but did not all perceive discrimination in the same way.
2) They employed various coping mechanisms for dealing with these experiences, including emotion-focused coping like anger and substance use.
3) The youth expressed complex, multifaceted identities including always being Sudanese, having a Sudanese-American identity, feeling like outsiders, and desires for belonging.
4) Discrimination did not appear to directly shape the youth's Sudanese or Sudanese-American identities, but did
The document outlines the schedule and content for a psychology class, including an upcoming exam. It discusses various types of psychotherapy, including insight therapies like psychoanalysis, client-centered therapy, and cognitive therapy. Behavior therapies aim to reduce problems through techniques like systematic desensitization and aversion therapy. Biomedical therapies use drugs to treat psychological disorders. The class will have group presentations on these therapy types from groups 1-3.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
Information and Communication Technology in EducationMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Manage Reception Report in Odoo 17Celine George
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A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
1. Effects of Belongingness and Synchronicity on Face-To-Face
and Online Cooperative Learning
Andy J. Saltarelli
Cary J. Roseth
Chris R. Glass
College of Education
2. The Problem
Constructive Controversy: a cooperative learning procedure in which
individuals argue incompatible views and together seek an agreement
integrating the best evidence and reasoning from both positions (Johnson &
Johnson, 2007)
5-step Procedure:
40 Years of research: Increased
Constructive Controversy in Face-
achievement, motivation, student
to-Face Settings
well-being, and relationships.
3. Previous Study
Test Constructive Controversy
1 FTF x 2 Synchronicity (Sync, Async) x 3 Media (Audio, Video, Text)
SYNCHRONICITY
Synchronous Asynchronous
Video
Face-To-Face
MEDIA RICHNESS
Audio
Text
Roseth, C. J., Saltarelli, A. J., & Glass, C. R. (2011). Effects of face-to-face and computer-mediated constructive
controversy on social interdependence, motivation, and achievement. J ournalof EducationalPsychology.
4. Previous Study Results
(Roseth, Saltarelli, & Glass, 2011)
Test Constructive Controversy
FTF vs. Sync CMC vs. Async CMC
Video vs. Audio vs. Text
Results
In Asynchronous CMC โ
Achievementโ Motivationโ Relatednessโ
5. Previous Study Results
(Roseth, Saltarelli, & Glass, 2011)
Results
In Asynchronous CMC โ
Achievementโ Motivationโ Relatednessโ
Current Research Questions:
1) Why does asynchronous CMC affect constructive controversy?
2) Can initial belongingness ameliorate the negative effects of
asynchronous CMC?
Approach #1 Approach #2
Induction: Answer Deduction:
Test particulars with Multiply Determined Test theory with basic
design-based research and research and move down
move up to theory to the particulars
6. Theory
Explanation
Theory
1. CMC Why should we test multiple theories?
Theories
2. Social 1) Explanation for why CMC affects constructive controversy is
Interdependence likely multiply determined.
Theory
2) May reveal โboundary conditionsโ between extant theories.
3. Conflict
Elaboration 3) May reveal how theories relate to each other and can be
Theory integrated.
4. Belongingness
Theories
7. Current Study Design
Test Constructive Controversy
3 Synchronicity (FTF, Sync, Async) x 3 Belongingness (Acceptance, Control, Mild
Rejection)
SYNCHRONICITY
Face-To-Face Synchronous Asynchronous
Mild Rejection
BELONGINGNESS
Control
Acceptance
8. Belongingness
Initial Belongingness Activity:
Prior to constructive controversy
Complete personality profile
Rank potential partners based on
their profile
Receive feedback and partner
pairing
Modified from Romero-Canyas et
al., 2010
9. Synchronicity - Sync
Synchronous CMC Scaffold:
WordPress, Google DocsTM
Integrated text-based chat
Procedure:
Complete initial belongingness
activity
Dyads complete activity over
70 min. class period
10. Synchronicity - Async
Asynchronous CMC Scaffold:
WordPress, BuddyPress
Procedure:
Complete initial belongingness
activity
Dyads complete activity over 6
days
11. Method
2 Independent Variables:
3 (synchronicity: FTF, synchronous CMC, asynchronous CMC) x 3(initial
belongingness: acceptance, mild rejection, control) randomized
experimental-control design
7 Dependent Variables:
Time, Social Interdependence, Conflict Regulation, Motivation, Post
Belongingness, Achievement, Perceptions of Technology
Randoms Assignment:
Synchronicity - 11 Course sections of TE150
Initial Belongingness - 171 undergraduates (125 females)
Constructive Controversy:
โShould Schools Decrease Class Size to Improve Student Outcomes?
12. Dependent Variables
DV
Operationalization
1. Time Time spent? (1-item), Time preferred?(1-item)
2. Social Cooperation (7-items, ฮฑ=.89), Competition (7-items, ฮฑ=.93),
Interdependence Individualism (7-items, ฮฑ=.86
3. Conflict Relational Regulation (3-items, ฮฑ=.80), Epistemic Regulation (3-
Regulation items, ฮฑ=.82)
Relatedness (8-items, ฮฑ=.88), Interest (7-items, ฮฑ=.92), Value (7-
4. Motivation
items, ฮฑ=.93)
5. Post-activity Belongingness (3-items, ฮฑ=.86), Interpersonal Attraction (3-items,
Belongingness ฮฑ=.91), Relatedness (8-items, ฮฑ=.88)
Multiple-choice questions (4-items, ฮฑ=.41), Integrative statement: #
6. Achievement
of arguments (ฮบ=.95), use of evidence (ฮบ=.90), integrative (ฮบ=.87)
7. Perceptions of Technology Acceptance (4-items, ฮฑ=.90), Task-technology Fit (2-
Technology items, ฮฑ=.94)
13. Sample
Overall:
Final n = 171 (11 Sections of TE 150)
Male = 46, Female = 125
Mean Age = 19.48 (SD = 2.89, 18-24)
FTF Sync Async
Mild Mild Mild
Acceptance Control Acceptance Control Acceptance Control
Rejection Rejection Rejection
Eligible n 24 24 24 24 24 22 40 40 38
Enrolled n 22 21 19 24 21 19 32 32 28
Analyzed n 22 20 19 22 21 17 18 16 16
14. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Acceptance spent and preferred more time on the
2. Social activity
Interdependence
3. Conflict Main Effect:
Elaboration F(4, 322) = 2.82, p = .02, n2= 0.03
4. Belongingness Post Hoc:
& Motivation Time Spent โAcceptance > Mild Rejection, Control
5. Achievement
Time Preferred โ Acceptance > Mild Rejection, Control
6. Technology
Acceptance
15. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Acceptance increased cooperative perceptions
2. Social
Interdependence Main Effects:
F(6, 320) = 2.46, p = .02, n2= 0.04
3. Conflict
Elaboration
Post Hoc:
4. Belongingness Cooperative โ Acceptance > Control
& Motivation
5. Achievement
6. Technology
Acceptance
16. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Acceptance increased epistemic regulation
2. Social
Interdependence Main Effects:
3. Conflict F(4, 274) = 2.51, p = .04, n2= 0.03
Elaboration
Post Hoc:
4. Belongingness Epistemic โ Acceptance > Control
& Motivation
5. Achievement
6. Technology
Acceptance
17. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Acceptance increased intrinsic motivation
2. Social
Interdependence
Main Effects:
3. Conflict
F(4, 318) = 3.19, p = .01, n2= 0.03
Elaboration
4. Motivation Post Hoc:
Relatedness โAcceptance > Control, Mild Rejection
Interest-Value โ Acceptance > Control
5. Achievement
6. Technology
Acceptance
18. Results
IV Initial Belongingness Synchronicity
DV
1. Time โ Under mild rejection multiple-choice scores increased
more under asynchronous compared to FTF and
2. Social synchronous
Interdependence Interaction Effect:
3. Conflict F(2,162) = 3.19, p =.01, n2= 0.07
Elaboration
Multiple Choice Score
4. Motivation
5. Achievement
6. Technology
Acceptance
19. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Acceptance increased task-technology fit
2. Social
Interdependence
Technology Acceptance:
3. Conflict
No Effect
Elaboration
4. Motivation
Task-Technology Fit:
F(2,83) = 3.11, p = .05, n2= 0.07
5. Achievement
Acceptance > Control
20. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Asynchronous CMC spent more and wanted less time
2. Social
Interdependence Main Effect:
F(4, 322) = 26.21, p < .01, n2= 0.24
3. Conflict
Elaboration
Post Hoc:
4. Belongingness Spent โ Async > FTF, Sync
& Motivation
Preferred โ Sync > Async, FTF
5. Achievement
6. Technology
Acceptance
21. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Cooperation increased in FTF and competitive and
2. Social individualistic increased in asynchronous CMC
Interdependence
3. Conflict Main Effects:
Elaboration F(6, 320) = 6.80, p < .01, n2= 0.11
4. Belongingness
Post Hoc:
& Motivation
Cooperative โ FTF > Async
5. Achievement Competitive โ Async > FTF
Individualistic โAsync > FTF, Sync
6. Technology
Acceptance
22. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Epistemic increased in FTF and relational increased in
2. Social asynchronous CMC
Interdependence
3. Conflict
Elaboration Main Effects:
F(4, 274) = 5.08, p < .01, n2= 0.06
4. Belongingness
& Motivation Post Hoc:
Epistemic โ FTF > Async
5. Achievement
Relational โ Async > FTF
6. Technology
Acceptance
23. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Post-controversy belongingness increased in FTF and
2. Social interest-value increased in synchronous CMC
Interdependence
3. Conflict Main Effects:
Elaboration F(4, 318) = 11.1, p < .001, n2= .12
4. Motivation Post Hoc:
Post-controversy Belongingness โ FTF, Sync > Async
Interest-Value โ Sync > Async
5. Achievement
6. Technology
24. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Completion rates were greater in FTF and
2. Social synchronous CMC
Interdependence
3. Conflict
Elaboration
Completion Rate:
4. Motivation FTF & Sync (100%) โ Async (59.7%) [Fisherโs exact test; p < .01]
5. Achievement
6. Technology
Acceptance
25. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Evidence was greater in synchronous CMC while
2. Social integrative statements were greater in FTF
Interdependence
3. Conflict
Elaboration Main Effects:
F(6, 152) = 3.54, p < .01, n2= 0.12
4. Motivation
Post Hoc:
Evidence โ Sync > FTF
5. Achievement
Integrative Statements โ FTF > Async
6. Technology
Acceptance
26. Results
IV Initial Belongingness Synchronicity
DV
1. Time
โ Technology acceptance was greater in synchronous
2. Social CMC
Interdependence
3. Conflict
Elaboration Technology Acceptance:
F(1,102) = 8.31, p <.01, n2= 0.07)
4. Motivation
Sync > Async
5. Achievement
Task-Technology Fit:
No Effect
27. Summary of Findings
IV Initial Belongingness Synchronicity
DV
1. Time
โ Initial belongingness had additive effects on constructive
2. Social controversy outcomes
Interdependence
3. Conflict โ Initial belongingness buffers but does not offset the
Elaboration deleterious effects of asynchronous CMC
4. Motivation โ Asynchronous CMC had deleterious effects on
constructive controversy outcomes
5. Achievement
6. Perceptions of
Technology
28. Implications for Practice
IV Initial Belongingness Synchronicity
DV
1. Time
โ Developing belongingness between students is an
2. Social important precondition for promoting cooperation and
Interdependence motivation
3. Conflict
Elaboration โ Instructors may be able to monitor and enhance studentsโ
cooperative perceptions and epistemic regulation
4. Motivation
โ Varying synchronicity to match the different task demands
5. Achievement of constructive controversy may maximize the affordances
and minimize the constraints of each
6. Perceptions of
29. Thank You
Andy Saltarelli
saltarel@msu.edu
andysaltarelli.com
Chris Glass
crglass@msu.edu
30. Limitations
IV Initial Belongingness Synchronicity
DV
1. Time
โ Preponderance of women in the sample (73%)
2. Social
Interdependence โ Generalizability of constructive controversy to other cooperative
learning procedures
3. Conflict
Elaboration โ Time, frequency of steps
4. Motivation โ Reliability of achievement measure (ฮฑ=.41)
5. Achievement
6. Perceptions of
Technology
Editor's Notes
Austin Trivia Trivia!!
Cary โ s story of doing CC online for the first time. Both studies are informed by the broad question of โ How to effectively integrate pedagogy with online technologies? โ Previous study tested Constructive Controversy: a cooperative learning procedure in which individuals argue incompatible views and together seek an agreement integrating the best evidence and reasoning from both positions cooperative perceptions (e.g., sharing a common goal) tend to promote the constructive resolution of controversy by encouraging more open-minded inquiry, greater helpfulness and motivation, more accurate understanding of opposing positions, and higher-level reasoning - consistent results in increased achievement, motivation, relational outcomes 1) participants are first randomly assigned to pro- and con-sides of a controversial issue 2) Develop the best argument for their assigned position 3) Each student then takes a turn presenting their best case to their opposite-side partner 4) Finally they together develop a written statement integrating the best information from both sides of the controversy
My dissertation is built upon a previous study completed two years ago and recently published. Both studies are informed by the broad question of โ How to effectively integrate pedagogy with online technologies? โ Previous study tested Constructive Controversy: a cooperative learning procedure in which individuals argue incompatible views and together seek an agreement integrating the best evidence and reasoning from both positions cooperative perceptions (e.g., sharing a common goal) tend to promote the constructive resolution of controversy by encouraging more open-minded inquiry, greater helpfulness and motivation, more accurate understanding of opposing positions, and higher-level reasoning - consistent results in increased achievement, motivation, relational outcomes 1) participants are first randomly assigned to pro- and con-sides of a controversial issue 2) Develop the best argument for their assigned position 3) Each student then takes a turn presenting their best case to their opposite-side partner 4) Finally they together develop a written statement integrating the best information from both sides of the controversy
Both studies are informed by the broad question of โ How to effectively integrate pedagogy with online technologies? โ [Think/Pair/Share] What do you think about the role of belongingness (relatedness) in education? Social Interdependence Theory - Cooperative Learning says that relationships are incredibly important to the learning process. Developing interdependent relationships between students leads to effect sizes of .5 and .6 on achievement, motivation, Wicked Problem: The answer is likely multiply determined and involves the interaction of multiple factors, that may or may not apply across contexts and cases Tracks: #1 Induction - Move from the particulars of asynchronous constructive controversy and then move to generalizable principles and answers to this question. For example, we could change website characteristics, content areas, student characteristics #2 Deduction - Move from the theory and general principles to the particulars by testing different theoretical explanations through basic research This study approaches this problem from track #2 by testing 4 theories โ accounts for why CMC may affect constructive controversy.
There are three main reasons why we should test different theories ? Multiply determined - multiple factors contribute to the outcome boundary conditions - because most are based on the assumption of FTF interaction Integration of theories (how they relate to each other)
Before starting the constructive controversy procedure, initial belongingness was manipulated by using a partner pairing activity. First, students completely a personality profile and were told results would be sent to potential partners to rank on whom they would like to work with on the constructive controversy. Second, students were presented with bogus results from other students and ranked who they wanted to work with. Students then were give bogus feedback on why their partner chose them. Some received a message saying they were their partner โ s first choice ( acceptance ), others that they were their partner โ s last choice ( mild rejection ), and final some were give a simple message saying they โ d been paired with a partner ( control ).
Synchronous constructive controversy mirrored exactly the FTF procedure except students where in separate classrooms and interacted via a co-editable Google Docs activity scaffold and communicated via the integrated text-based CMC chat in Google Docs.
Synchronous constructive controversy mirrored exactly the synchronous procedure except students completed the 5 steps over 6 days and used the a modified WordPress web scaffold with a BuddyPress plugin and custom PHP to interact with their partner. You can see in this picture that there were boxes for each student to share their response each day of the activity.
I want to direct your attention to #1 time which was assessed with two questions: 1) time spent, 2) time preferred. And also #6 achievement which was assessed with 4 multiple choice questions, and then an evaluation of the integrative statements (# arguments, use of evidence, integrative statements)
Supports belongingness theories that belongingness is an important precondition for positive motivational outcomes, that is if spending more time on the activity reflects increased motivation
There was a main effect of initial belongingness on social interdependence. 1) Acceptance increased cooperative perceptions 2) Supports belongingness theories that belongingness is an important precondition for positive motivational outcomes 3) Suggests a modification of social interdependence theory in that initial belongingness is an important precondition of cooperative perceptions.
There was a main effect of initial belongingness on conflict elaboration. Suggests a modification of CET that belongingness is an important precondition for conflict regulation
1) Supports belongingness theory that initial belongingness is an important precondition for motivation
Unexpectedly, under mild rejection multiple-choice scores increased more under asynchronous CMC than FTF and synchronous CMC. You can see this in the middle of the red bar. One explanation for this finding is that asynchronous CMC may amplify mild rejection to the extent that students employ โ compensatory actions โ , perhaps to ingratiate themselves to their partner, to amend for belongingness needs and they may do this by focusing on achievement efforts.
Could talk about
1) Cooperative increased in FTF and comp & ind. increased in async 2) Support previous findings and social interdependence theories โ explanation for why CMC affects constructive controversy
1) Epistemic increased in FTF and relational increased in asynchronous 2) Provides an alternate explanation to the previous studys โ and social interdependence theories โ explanation for why CMC affects constructive controversy. CMC moderate social-cognitive reactions to conflict.
1) CMC synchronicity moderates conflict regulation 2) Support previous findings that motivation decreased in asynchronous CMC
1) CMC synchronicity moderates completion rates 2) Support previous findings and even though we attempted to increase interaction this time with automatic emails when asynchronous partners did their part, completion rate was actually lower in this study.
1) CMC synchronicity moderates critical thinking on the joint essay 2) Contradicts previous finding that there was a marginal increase in โ knowledge โ ratings in asynchronous CMC.
1) Technology acceptance was greater in synchronous CMC
โ instructors should consider increasing the salience of goal achievement by celebrating achievement and interpersonal processing gains by students M & M: Most Meaningful Point for your own practice
โ instructors should consider increasing the salience of goal achievement by celebrating achievement and interpersonal processing gains by students
โ instructors should consider increasing the salience of goal achievement by celebrating achievement and interpersonal processing gains by students