SlideShare ist ein Scribd-Unternehmen logo
1 von 20
Downloaden Sie, um offline zu lesen
Analyzing Ed Psych Case Studies:  Effective Online Group Interactions  Trena Paulus, Ph.D. Gina Roberts, Ed.D. University of Tennessee
Purpose ,[object Object],[object Object],[object Object],[object Object],[object Object]
Theoretical Framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Theoretical Framework ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Context ,[object Object],[object Object],[object Object]
Method ,[object Object],[object Object],[object Object],[object Object]
Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Findings Group M – more successful Group L – less successful
Participation and overall group approach to task Group M:  Messages and Functional Moves 100 41 100 30 34% 14 30% 9 Robert 20% 8 17% 5 Ann 24% 10 27% 8 Mary 22% 9 27% 8 Jean Percentage Functional moves Percentage Messages Participant
Participation and overall group approach to task Group L:  Messages and Functional Moves 100 8  Total 12% 1 Deborah 25% 2 Julie 25% 2 Angie 38% 3 Eddie Percentage Messages and functional moves Participant
Focus of the discussion Content, Social and Administrative Moves 49 (100%) 15 9 25 Total 8 (100%) 3 (38%) 0 (0%) 5 (62%) Group L 41 (100%) 12 (29%) 9 (22%) 20 (49%) Group M Total Administrative/ logistics Social Content
Discourse strategies and contributions to the learning process Participatory Contributions 23  6 (30% of total content related contributions) 17 (29% of total content related contributions) Total 4 1 3 Invite 5 0 5 Encourage 7 2 5 Mitigate 7 3 4 Acknowledge Total Group L Group M Category
Discourse strategies and contributions to the learning process Factual contributions 36 9 (45% of total content related contributions) 27 (47% of total content related contributions) Total 0 0 0 Answer 0 0 0 Ask 3 2 1 Restate  6 2 4 Extend 7 0 7 Support 20 5 15 Claim Total Group L Group M Category
Discourse strategies and contributions to the learning process Reflective Contributions 16 5 (25% of total content related contributions) 11 (19% of total content related contributions) Total 0 0 0 Respond to challenge 1 1 0 Challenge 2 1 1 Disagree  13 3 10 Agree Total Group L Group M Category
Discourse strategies and contributions to the learning process Learning Contributions 3 0 (0%) 3 (5% of total content related contributions) Total 0 0 0 Resolve 3 0 3 Learn Total Group L Group M Category
Participant Reflections ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object],[object Object]
Implications ,[object Object],[object Object],[object Object],[object Object]
Limitations ,[object Object],[object Object],[object Object],[object Object]

Weitere ähnliche Inhalte

Was ist angesagt?

Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System.Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System.Hendrik Drachsler
 
Teacher Education research
Teacher Education researchTeacher Education research
Teacher Education researchRichard Beach
 
Assessing Teaching Presence In Instructional Cmc
Assessing Teaching Presence In Instructional CmcAssessing Teaching Presence In Instructional Cmc
Assessing Teaching Presence In Instructional CmcSu-Tuan Lulee
 
Quality schools- Towards achieving excellence
Quality schools- Towards achieving excellenceQuality schools- Towards achieving excellence
Quality schools- Towards achieving excellenceSameer Babu M
 
Improving student learning through programme assessment
Improving student learning through programme assessmentImproving student learning through programme assessment
Improving student learning through programme assessmentTansy Jessop
 
Semantic Text Theme Generation in Collaborative Online Learning Environments
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsSemantic Text Theme Generation in Collaborative Online Learning Environments
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsDavid Wicks
 
Research Poster PALS16
Research Poster PALS16Research Poster PALS16
Research Poster PALS16Micaela Kapp
 
Curriculum (re)development in electrical and computer engineering v2
Curriculum (re)development in electrical and computer engineering v2Curriculum (re)development in electrical and computer engineering v2
Curriculum (re)development in electrical and computer engineering v2brano1933
 
The Future of Textbooks is OPEN (and the future has arrived)
The Future of Textbooks is OPEN (and the future has arrived)The Future of Textbooks is OPEN (and the future has arrived)
The Future of Textbooks is OPEN (and the future has arrived)Rajiv Jhangiani
 
Best summaries 1
Best summaries 1Best summaries 1
Best summaries 1EMC-DE
 
Distinguishing the dOERs: Faculty use of Open Educational Resources
Distinguishing the dOERs: Faculty use of Open Educational ResourcesDistinguishing the dOERs: Faculty use of Open Educational Resources
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
 
Jeff Loats - Scholarly Teaching - TLD, Feb 2015
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats - Scholarly Teaching - TLD, Feb 2015
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats
 
UCEA presentation by Neiderhouse (11-7-13)
UCEA presentation by Neiderhouse (11-7-13) UCEA presentation by Neiderhouse (11-7-13)
UCEA presentation by Neiderhouse (11-7-13) nneiderhouse
 
Student Efficacy: Are they Learning?
Student Efficacy: Are they Learning?Student Efficacy: Are they Learning?
Student Efficacy: Are they Learning?OER Hub
 
Philosophies of learning with problem based learning – subject expert vs faci...
Philosophies of learning with problem based learning – subject expert vs faci...Philosophies of learning with problem based learning – subject expert vs faci...
Philosophies of learning with problem based learning – subject expert vs faci...Liz Norman
 
Learning performanceforaglobalworkforcehandout
Learning performanceforaglobalworkforcehandoutLearning performanceforaglobalworkforcehandout
Learning performanceforaglobalworkforcehandoutJeff Allen
 
Don't Flip the Classroom, Rotate it.
Don't Flip the Classroom, Rotate it.Don't Flip the Classroom, Rotate it.
Don't Flip the Classroom, Rotate it.Kelly Elander, PhD
 

Was ist angesagt? (20)

Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System.Effects of the ISIS Recommender System.
Effects of the ISIS Recommender System.
 
Teacher Education research
Teacher Education researchTeacher Education research
Teacher Education research
 
Assessing Teaching Presence In Instructional Cmc
Assessing Teaching Presence In Instructional CmcAssessing Teaching Presence In Instructional Cmc
Assessing Teaching Presence In Instructional Cmc
 
Quality schools- Towards achieving excellence
Quality schools- Towards achieving excellenceQuality schools- Towards achieving excellence
Quality schools- Towards achieving excellence
 
Improving student learning through programme assessment
Improving student learning through programme assessmentImproving student learning through programme assessment
Improving student learning through programme assessment
 
Learning Presence
Learning PresenceLearning Presence
Learning Presence
 
Semantic Text Theme Generation in Collaborative Online Learning Environments
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsSemantic Text Theme Generation in Collaborative Online Learning Environments
Semantic Text Theme Generation in Collaborative Online Learning Environments
 
Research Poster PALS16
Research Poster PALS16Research Poster PALS16
Research Poster PALS16
 
Curriculum (re)development in electrical and computer engineering v2
Curriculum (re)development in electrical and computer engineering v2Curriculum (re)development in electrical and computer engineering v2
Curriculum (re)development in electrical and computer engineering v2
 
Helgoe Engineering Conference 2008(2)
Helgoe Engineering Conference 2008(2)Helgoe Engineering Conference 2008(2)
Helgoe Engineering Conference 2008(2)
 
The Future of Textbooks is OPEN (and the future has arrived)
The Future of Textbooks is OPEN (and the future has arrived)The Future of Textbooks is OPEN (and the future has arrived)
The Future of Textbooks is OPEN (and the future has arrived)
 
Best summaries 1
Best summaries 1Best summaries 1
Best summaries 1
 
Distinguishing the dOERs: Faculty use of Open Educational Resources
Distinguishing the dOERs: Faculty use of Open Educational ResourcesDistinguishing the dOERs: Faculty use of Open Educational Resources
Distinguishing the dOERs: Faculty use of Open Educational Resources
 
Finney & Harrop - Effective approaches to thinking like a researcher
Finney & Harrop - Effective approaches to thinking like a researcherFinney & Harrop - Effective approaches to thinking like a researcher
Finney & Harrop - Effective approaches to thinking like a researcher
 
Jeff Loats - Scholarly Teaching - TLD, Feb 2015
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats - Scholarly Teaching - TLD, Feb 2015
Jeff Loats - Scholarly Teaching - TLD, Feb 2015
 
UCEA presentation by Neiderhouse (11-7-13)
UCEA presentation by Neiderhouse (11-7-13) UCEA presentation by Neiderhouse (11-7-13)
UCEA presentation by Neiderhouse (11-7-13)
 
Student Efficacy: Are they Learning?
Student Efficacy: Are they Learning?Student Efficacy: Are they Learning?
Student Efficacy: Are they Learning?
 
Philosophies of learning with problem based learning – subject expert vs faci...
Philosophies of learning with problem based learning – subject expert vs faci...Philosophies of learning with problem based learning – subject expert vs faci...
Philosophies of learning with problem based learning – subject expert vs faci...
 
Learning performanceforaglobalworkforcehandout
Learning performanceforaglobalworkforcehandoutLearning performanceforaglobalworkforcehandout
Learning performanceforaglobalworkforcehandout
 
Don't Flip the Classroom, Rotate it.
Don't Flip the Classroom, Rotate it.Don't Flip the Classroom, Rotate it.
Don't Flip the Classroom, Rotate it.
 

Andere mochten auch

Andere mochten auch (9)

Eli11 utk
Eli11 utkEli11 utk
Eli11 utk
 
(2015) Resources for Teaching about Canada (22.6 MB)
(2015) Resources for Teaching about Canada (22.6 MB)(2015) Resources for Teaching about Canada (22.6 MB)
(2015) Resources for Teaching about Canada (22.6 MB)
 
Impact of Technology and Globality in Engineering Education
Impact of Technology and Globality in Engineering EducationImpact of Technology and Globality in Engineering Education
Impact of Technology and Globality in Engineering Education
 
สไลด์บรรยายครั้งที่ 1
สไลด์บรรยายครั้งที่ 1สไลด์บรรยายครั้งที่ 1
สไลด์บรรยายครั้งที่ 1
 
Interrelationship of health and academics
Interrelationship of health and academicsInterrelationship of health and academics
Interrelationship of health and academics
 
Research on Technology Integration
Research on Technology IntegrationResearch on Technology Integration
Research on Technology Integration
 
THE BLENDED LIBRARIAN : ASSERTING ROLES IN TEACHING AND LEARNING PROCESS TO P...
THE BLENDED LIBRARIAN : ASSERTING ROLES IN TEACHING AND LEARNING PROCESS TO P...THE BLENDED LIBRARIAN : ASSERTING ROLES IN TEACHING AND LEARNING PROCESS TO P...
THE BLENDED LIBRARIAN : ASSERTING ROLES IN TEACHING AND LEARNING PROCESS TO P...
 
Peggy proposal 0608
Peggy proposal 0608Peggy proposal 0608
Peggy proposal 0608
 
Psych 331 Database searching 2014
Psych 331 Database searching 2014Psych 331 Database searching 2014
Psych 331 Database searching 2014
 

Ähnlich wie AERA 2005

Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Alexandra M. Pickett
 
CoI for Tech and ID
CoI for Tech and IDCoI for Tech and ID
CoI for Tech and IDPhil Ice
 
Co i evaluation
Co i evaluationCo i evaluation
Co i evaluationPhil Ice
 
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical StudyAssessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Studytcc07
 
Asynchronous Audio Feedback
Asynchronous Audio FeedbackAsynchronous Audio Feedback
Asynchronous Audio FeedbackPhil Ice
 
Sigma xi presentation revised
Sigma xi presentation revisedSigma xi presentation revised
Sigma xi presentation revisedmnag56
 
What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?FutureLearn FLAN
 
Building an Evaluation Model for Online HBSE Social Work Courses
Building an Evaluation Model for Online HBSE Social Work CoursesBuilding an Evaluation Model for Online HBSE Social Work Courses
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
 
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...cilass.slideshare
 
Online group work patterns nl 2010
Online group work patterns   nl 2010Online group work patterns   nl 2010
Online group work patterns nl 2010Luís Tinoca
 
Blendedlearning
BlendedlearningBlendedlearning
Blendedlearningadudley
 
Can I Really Do That Online: Students Interaction with Groups
Can I Really Do That Online: Students Interaction with GroupsCan I Really Do That Online: Students Interaction with Groups
Can I Really Do That Online: Students Interaction with GroupsChristine Salmon
 
Online Discussion Groups - 2019 update
Online Discussion Groups - 2019 updateOnline Discussion Groups - 2019 update
Online Discussion Groups - 2019 updateLeonie Sloman
 
Aet 562. self guided social media training. ltc. week 6 (2)
Aet 562. self guided social media training. ltc. week 6 (2)Aet 562. self guided social media training. ltc. week 6 (2)
Aet 562. self guided social media training. ltc. week 6 (2)Rebecca Ybarra
 
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...Jeff Loats
 
The Open Research Agenda
The Open Research AgendaThe Open Research Agenda
The Open Research AgendaRobert Farrow
 

Ähnlich wie AERA 2005 (20)

Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
Phil Ice's: Using the Community of Inquiry Framework to Assess the Impact of ...
 
CoI for Tech and ID
CoI for Tech and IDCoI for Tech and ID
CoI for Tech and ID
 
Co i evaluation
Co i evaluationCo i evaluation
Co i evaluation
 
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical StudyAssessing Online Asynchronous Discussion in Online Courses: An Empirical Study
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study
 
Asynchronous Audio Feedback
Asynchronous Audio FeedbackAsynchronous Audio Feedback
Asynchronous Audio Feedback
 
Sigma xi presentation revised
Sigma xi presentation revisedSigma xi presentation revised
Sigma xi presentation revised
 
What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?What does educators' engagement with MOOC discussions look like?
What does educators' engagement with MOOC discussions look like?
 
Structuring Group Projects I
Structuring Group Projects IStructuring Group Projects I
Structuring Group Projects I
 
Building an Evaluation Model for Online HBSE Social Work Courses
Building an Evaluation Model for Online HBSE Social Work CoursesBuilding an Evaluation Model for Online HBSE Social Work Courses
Building an Evaluation Model for Online HBSE Social Work Courses
 
Dcla14 rose slides
Dcla14 rose slidesDcla14 rose slides
Dcla14 rose slides
 
690 Moodle
690 Moodle690 Moodle
690 Moodle
 
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
R. Rowe, Inquiry based approaching to teaching and assessing Psychological Re...
 
Online group work patterns nl 2010
Online group work patterns   nl 2010Online group work patterns   nl 2010
Online group work patterns nl 2010
 
Social presence aera 2014
Social presence aera 2014Social presence aera 2014
Social presence aera 2014
 
Blendedlearning
BlendedlearningBlendedlearning
Blendedlearning
 
Can I Really Do That Online: Students Interaction with Groups
Can I Really Do That Online: Students Interaction with GroupsCan I Really Do That Online: Students Interaction with Groups
Can I Really Do That Online: Students Interaction with Groups
 
Online Discussion Groups - 2019 update
Online Discussion Groups - 2019 updateOnline Discussion Groups - 2019 update
Online Discussion Groups - 2019 update
 
Aet 562. self guided social media training. ltc. week 6 (2)
Aet 562. self guided social media training. ltc. week 6 (2)Aet 562. self guided social media training. ltc. week 6 (2)
Aet 562. self guided social media training. ltc. week 6 (2)
 
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...
TLT Symposium 2013 - 21st-Century Teaching - Three Technology-Enhanced Techni...
 
The Open Research Agenda
The Open Research AgendaThe Open Research Agenda
The Open Research Agenda
 

Kürzlich hochgeladen

CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 

Kürzlich hochgeladen (20)

CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 

AERA 2005

  • 1. Analyzing Ed Psych Case Studies: Effective Online Group Interactions Trena Paulus, Ph.D. Gina Roberts, Ed.D. University of Tennessee
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9. Findings Group M – more successful Group L – less successful
  • 10. Participation and overall group approach to task Group M: Messages and Functional Moves 100 41 100 30 34% 14 30% 9 Robert 20% 8 17% 5 Ann 24% 10 27% 8 Mary 22% 9 27% 8 Jean Percentage Functional moves Percentage Messages Participant
  • 11. Participation and overall group approach to task Group L: Messages and Functional Moves 100 8 Total 12% 1 Deborah 25% 2 Julie 25% 2 Angie 38% 3 Eddie Percentage Messages and functional moves Participant
  • 12. Focus of the discussion Content, Social and Administrative Moves 49 (100%) 15 9 25 Total 8 (100%) 3 (38%) 0 (0%) 5 (62%) Group L 41 (100%) 12 (29%) 9 (22%) 20 (49%) Group M Total Administrative/ logistics Social Content
  • 13. Discourse strategies and contributions to the learning process Participatory Contributions 23 6 (30% of total content related contributions) 17 (29% of total content related contributions) Total 4 1 3 Invite 5 0 5 Encourage 7 2 5 Mitigate 7 3 4 Acknowledge Total Group L Group M Category
  • 14. Discourse strategies and contributions to the learning process Factual contributions 36 9 (45% of total content related contributions) 27 (47% of total content related contributions) Total 0 0 0 Answer 0 0 0 Ask 3 2 1 Restate 6 2 4 Extend 7 0 7 Support 20 5 15 Claim Total Group L Group M Category
  • 15. Discourse strategies and contributions to the learning process Reflective Contributions 16 5 (25% of total content related contributions) 11 (19% of total content related contributions) Total 0 0 0 Respond to challenge 1 1 0 Challenge 2 1 1 Disagree 13 3 10 Agree Total Group L Group M Category
  • 16. Discourse strategies and contributions to the learning process Learning Contributions 3 0 (0%) 3 (5% of total content related contributions) Total 0 0 0 Resolve 3 0 3 Learn Total Group L Group M Category
  • 17.
  • 18.
  • 19.
  • 20.