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Idalina Jorge - [email protected] 1
The influence of the e-tutor on the
development of collaborative critical
thinking in a students' e-forum: association levels
with Cramer’s V
ICEM-SIIEAveiro 2011
28-09-2011
Idalina Jorge - [email protected]
2
Research goals
Tutor’s tasks
Students’ highest levels of
collaborative critical
thinking
Association – types & levels
28-09-2011
Idalina Jorge - [email protected]
3
The context and the research material
On-line Master’s and Post-graduation courses forums. 5200 messages
28-09-2011
Idalina Jorge - [email protected]
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Variable 1- The tutor’s intervention
11 indicators of the tutor’s intervention
Organize(host)
Dynamize(moderato
r)
Teach(content
specialist)
28-09-2011
Idalina Jorge - [email protected]
5
Variable 1- The tutor’s intervention Coding
o Establish the goals/terms and conditions of the debate.
o Create a positive and friendly climate (welcoming messages, greetings, encouragement and reinforcement).
o Redirect the debate when it goes beyond the subject.
o Model the debate.
o Present/acknowledge opposing or conflicting perspectives.
o Provide guidance and suggestions to the debate’s improvement/ progress / development.
o Comment on a student’s participation.
o Ask open questions, for clarification, justification or developments.
o Respond to the students questions and give advice.
o Weave several messages, establish connections among them.
o Mediate conflicts, whenever they emerge. 28-09-2011
Idalina Jorge - [email protected]
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Variable 2 - collaborative critical thing Phase
1triggerin
g
the tutor’s initial challenge.
Phase 2
exploration
Students begin tackling and scrutinizing the problem, identifying and clarifying main ideas and concepts, identical or conflicting formulations, assessing the information and arguments’ credibility, exploring new ways to assess the problem/issue, making and evaluating inferences, looking for new ways to address them. This phase is based on each individual’s point of view.
Phase 3
integration
Students start recognizing their views are either complementary or alternative, incorporating others’ views in their arguments, seek new information the support their arguments, assess new definitions and perspectives, merge individual and social universes.
Phase 4
resolution
Students seek new solutions and views to the problem and tend to elaborate on a common and shared vision/ decision, a synthetize or reformulate of the initial problem, incorporating the group’s contributions.
28-09-2011
Idalina Jorge - [email protected]
7
Units of analysis
e-tutor: Sentence
In a message, multiple
tutor’s roles can occur.
Students:Message To measure
collaborative critical
thinking, the message was used as the
unit of analysis.
28-09-2011
Idalina Jorge - [email protected]
8
Procedures (1)
The messages were kept in their chronological order
All the categories were progressively refinedA stable protocol establishedThe complete sequences of the 40 forums
were delivered to two intercoders for each variable
Discussions with intercoders
28-09-2011
Idalina Jorge - [email protected]
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Procedures (2)
Intercoding stability measured with Cohen’s Kappa
A Cramer’s V post-test to assess the effect of the tutor’s posts on the highest levels of collaborative critical thinking
28-09-2011
Idalina Jorge - [email protected]
10
The tutor’s tasks & the students highest levels of critical thinking
Cramer’s V Associations >0.400
tutor’s tasks: 1) asking open
questions to the students,
2) establishing associations among the students’ messages (weaving)
3) modelling the debate.
Students’ tasks:
Integration
28-09-2011
Idalina Jorge - [email protected]
11
Conclusions & Suggestions (1)
The results provide some clues on how the tutors should structure the triggering messages.
The students value and respond positively to the tutor’s teaching and organizing tasks.
The tutors must pay careful attention: to the discussion progression, to the flow of ideas from one post to another, To the core messages, since new
developments tend to arise around them.
28-09-2011
Idalina Jorge - [email protected]
12
Conclusions & Suggestions (2)
The students value the tutor’s presence throughout the dialogue, particularly in the integration phase.
The tutor must explicitly ask for partial or comprehensive synthesis
Needed: a taxonomy of open questions which lead the dialogue to its highest cognitive levels (already suggested: Jorge, 2011)
The forum technological aspects can be improved (self-regulation devices).
28-09-2011
Idalina Jorge - [email protected]
13
IDALINA JORGEINSTITUTO DE EDUCAÇÃO, UNIVERSIDADE DE LISBOA
Thank You!
28-09-2011
Idalina Jorge - [email protected]
14
IDALINA JORGEINSTITUTO DE EDUCAÇÃO, UNIVERSIDADE DE LISBOA
Thank You!
28-09-2011
