The Role Of Positive RegardIn SelfRegulated Learning:
An Analysis Of Student Evaluation Data
Joseph T. Harder, Indiana State University, USAAyman H. Abuhamdieh, Indiana State University,
USAPresentation By: Tyler W Thomas
Introduction● Intro● High Level Research Question● Differences in traditional classrooms vs online● Positive regard definition● Communication limitations in online courses● Maslow's Hierarchy● MASRL● The data● The research questions● The categories of questions used for the study● Varimax Rotation● Interpreting results from the varimax rotation● Pearson bivariate correlation● Interpretation of pearson bivariate correlation● Interesting other finds● Take home point● Improvements
High Level Research Question
Does “being nice” to students influence learning outcomes?
How about in online courses?
Traditional Classroom
In face to face discussions and lectures, it is easy to communicate nonverbal cues that frame the conversation. A nod, a smile, physical proximity, the voice tone, or a myriad of facial expressions can convey many nonverbal cues that are usually part of facetoface communication.
Online Classroom
Research shows that in online classes, students:● Are more independent● Need to rely more on themselves● Often set their own learning goals
Positive regard
“A concept that refers to the positive exhibition of emotions from the instructor to thestudents within the educational environment (Aspy & Hutson, 1972). It has been shown to impart positive influence on students in the traditional, facetoface settings”
Communication in Online Courses
Communication between students and instructors has previously found to be the most critical factor in good quality online distance education courses. More specifically, instructor feedback and online communication tools such as email, discussion groups and chat rooms were found to be of most value (Ortiz Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005).
Maslow's Hierarchy
Metacognitive and Affective SelfRegulated
Learning (MASRL)
Data
Author’s institution has used the Student Instructional Report (SIR II and eSIR)Data was pulled from this source.3061 usable records for eSIR7001 usable records for SIR II
Research Questions
Communication between students and instructors has previously found to be the most critical factor in good quality online distance education courses. More specifically, instructor feedback and online communication tools such as email, discussion groups and chat rooms were found to be of most value (Ortiz Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005).
Categories of Questions
Communication between students and instructors has previously found to be the most critical factor in good quality online distance education courses. More specifically, instructor feedback and online communication tools such as email, discussion groups and chat rooms were found to be of most value (Ortiz Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005).
Varimax Rotation
Communication between students and instructors has previously found to be the most critical factor in good quality online distance education courses. More specifically, instructor feedback and online communication tools such as email, discussion groups and chat rooms were found to be of most value (Ortiz Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005).
Varimax Rotation
Communication between students and instructors has previously found to be the most critical factor in good quality online distance education courses. More specifically, instructor feedback and online communication tools such as email, discussion groups and chat rooms were found to be of most value (Ortiz Rodríguez, Telg, Irani, Roberts, & Rhoades, 2005).
Interpreting The Data
All 15 questions did strongly load on a single factor, whichthe authors interpreted as students’ general impression of instructor quality. Therefore, they accepted the null hypothesis perceived positive regard is not, in itself, a unique factor in student evaluation of instructor performance.
Interpreting The Data (eSIR)
Items from the instrument measuring perceived positive regard did load strongly and uniformly on a separate factor from the other 11 questions regarding instructor quality.While 3 of these 11 questions did appear to straddle the two factors, every one of them loaded more heavily on the non ‘regard’ factor.
Based on this finding, the authors reject the null hypothesis for H1b. Positive regard, in the context of distance learning sections, is reported by students to be a separate dimension of their learning experience from other factors relating to instructor quality.
Pearson bivariate correlation
Items from the instrument measuring perceived positive regard did load strongly and uniformly on a separate factor from the other 11 questions regarding instructor quality.While 3 of these 11 questions did appear to straddle the two factors, every one of them loaded more heavily on the non ‘regard’ factor.
Based on this finding, the authors reject the null hypothesis for H1b. Positive regard, in the context of distance learning sections, is reported by students to be a separate dimension of their learning experience from other factors relating to instructor quality.
Interpreting The Tables
Correlation coefficients between REGARD and OUTCOME support a direct impact of perceived positive regard on expected learning outcome. For the classroom (SIR II) dataset, correlation wasobserved to be .615, and in the distance dataset, the correlation was .592.
The authors rejected the null hypotheses that perceived positive regard does not directly impact learning outcomes, both in classrooms (H2a) and distance (H2b) modalities.
Interestingly...
Organization and planning (ORGPLAN) and communication (COMM) were both slightly higher.
REGARD and EFFORT were also correlated, but slightly less so than REGARD and OUTCOME
Takehome point
The authors feel that these findings do support the importance of perceived positive regard in both classroom and distance settings.
They support the many authors cited who believe strongly that a personalconnection (stated many ways, such as ‘empathy’, ‘rapport’, ‘regard’, etc.) between instructor and student, regardless of setting is critical to positive learning outcomes.
Improvements
Scales for measuring demonstrated positive regard in distance settings using original, targeted questions.
More accurate questions may yield more accurate results
Qualitative analysis of some sort to back up the numbers
Statistics explanation (and numbed down terminology)
Discussion
Is the study valid?
Is it really just common sense?
What is your opinion on student self assessment data? Should it be trusted?
Can you think of any other improvements?
Conclusion● Intro● High Level Research Question● Differences in traditional classrooms vs online● Positive regard definition● Communication limitations in online courses● Maslow's Hierarchy● MASRL● The data● The research questions● The categories of questions used for the study● Varimax Rotation● Interpreting results from the varimax rotation● Pearson bivariate correlation● Interpretation of pearson bivariate correlation● Interesting other finds● Take home point● Improvements