Gisela Redeker University of Groningen
description
Transcript of Gisela Redeker University of Groningen
Stimulating
undergraduate students’
involvement and
interaction through
electronic discussion
assignmentsGisela Redeker
University of Groningen
Overview
• Electronic discussions as a supporting element in teaching
• Analysis of students’ e-discussions– Content and style– Interaction structure– Relation between participation and grades
• Questionnaire study on e-discussions– Students’ opinions– Problems students encountered
Electronic Discussions:Uses in undergraduate teaching
• Stimulate interest and involvement
• Enhance peer community
• Stimulate collaborative learning
• Promote internet skills
Weekly ScheduleOrientation Course
Monday - take quiz on lecture (study questions)- start on reading assignment
Tuesday Discussion task available
Wednesday
Quiz on readings available
Thursday - 12 noon: disc. contribution 1 due
Friday - contribution 2 due- take quiz on readings- 3-5pm Lecture
Saturday Lecture notes and quiz on lecture available
Discussion Topics
1. Discuss communication rules in different groups you belong to
2. Discuss the effects of non-verbal communication in a TV interview or discussion on the national elections
3. Berne’s transaction ‘games’ (discuss examples)4. Describe foreigners’ and your own stereotypes of ‘the
Dutch’ and your stereotype of one other nationality5. The role of the media in the assassination of Pim
Fortuyn6. Discuss a TV commercial of your choice: how does it
‘work’?7. Are e-discussions ‘mass communication’? Why (not)?8. Is TV (still) sexist? Discuss (counter?)examples.
Thread 7
Length (number of reactions) = 8
Max. depth = 6
Thread 1
Length (number of reactions) = 14
Max. depth = 4
Corpus of discussions
• 110 students in eight groups of 8-19 students
• Discussing eight topics• Mandatory: one initiative + one response
• ca. 1,500 contributions• 719 initiatives• 327 threads (392 initiatives not replied
to)
Length of Threads
GROUP
Ve-ZT-VaSN-RJ-MF-HC-EA-B
# R
EP
LIE
S P
ER
TH
RE
AD
(m
ea
ns)
6
5
4
3
2
1
DISCUSSION
groups
nonverbal
Berne
stereotypes
assassination
advertising
mass comm
sexism on TV
Depth of Threads
GROUP
Ve-ZT-VaSN-RJ-MF-HC-EA-B
MA
X D
EP
TH
OF
TH
RE
AD
(m
ea
ns)
3.5
3.0
2.5
2.0
1.5
1.0
.5
DISCUSSION
groups
nonverbal
Berne
stereotypes
assassination
advertising
mass comm
sexism on TV
‘Extra Contributions’ and Course Result
Final grade (min=1, max=10)
10987654none
# s
tud
en
ts
30
25
20
15
10
5
0
Extra contributions
no (N=75)
yes (N=35)
Questionaire Study (Veldman 2002)
# Students Respondents % Response
Comms 98 30 30.6%
TeachMath1 97 38 39.2%
TeachMath2 95 21 22.1%
Total 290 89 30.7%
E-discussions: Pros and Cons
+Permanency+Independence of place+Independence of time+Self-paced (preparation time)
– No non-verbal communication– No direct reactions
Students’ opinions
Features of e-discussions yes no
Contributions saved – ok? + 94% 2%
Not in the same place – ok? + 72% 17%
In your own time – ok? + 82% 16%
Prepare contributions? + 13% 74%
No non-verbal comm – ok? - 65% 24%
No direct reactions – ok? - 57% 34%
Have you experienced problems?
0%
20%
40%
60%
80%
100%
yes no yes no yes no
Comms Teach1 Teach2
Problems Students Indicated
Problems Comms Teach1 Teach2 Total
Technical problems 1 7 8Software use 2 5 2 9Interaction and content 2 4 2 8
Total 5 16 4 25
Are the e-discussions hard to follow?
0%
20%
40%
60%
80%
100%
yes no yes no yes no
Comms Teach1 Teach2
Mandatory E-Discussions:
Useful in undergraduate teaching?
• Most students participate seriously,
even without moderation or grading
• Students do interact with each other
• Many students like/enjoy e-discussions
• Problems are often technical or due to
inexperience (i.e., they will decrease)