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#From "Cognitive and social help-giving in online teaching"

Coginitive Help Giving Behaviors

  • acknowledgement
  • questioning
  • direct instruction
  • use of examples
  • praise
  • task structuring
  • elaboration seeking
  • pushing for exploration
  • dialogue prompting

p.170

Teacher immediacy, social presence, and teaching presence

Teacher presence is generally regarded as positive to student learning. There are ways of closing the distance of 'presence' in online environments:

Text based

  • praise
  • personal examples
  • first names
  • questioning
  • humor
  • digressions

Video based

  • gestures
  • smiles
  • relaxed posture
  • movement around the classroom

Student perception of 'social presence' is a strong predictor of satisfaction in online courses.

Students who experienced higher levels of social presence were more likely to use emojis, and 'paralanguage' (hmm.., yuk) to help create immediacy in online environment

p.171

In online classrooms social presence is mainly determined by teachers attitude or the 'climate'.

Academic help seeking

Who do they ask?

  • Formal help-seeking: from instructors
  • Informal help-seeking: from peers, or family

Why are they asking?

  • Strategic help-seeking: looking for how to solve the problem (focused on mastery)
  • Expedient help-seeking: looking to use others to avoid work (getting the right answer to a problem....Sinclair...focused on dependency)

Studies show that students are more likely to seek help in classrooms where:

  • Rules and norms help promote strategic help seeking
  • classroom goals are perceieved as mastery instead of performance-oriented
  • students percieve as socially supportive

Teachers again play a big part in setting the tone in help seeking classrooms. Teacher support of these behaviors impact teacher-student and student-student help seeking behaviors.

p.172

#From Effects of a Cooperative LearningProgram on the Elaborations of Students During Help Seeking and Help Giving

In order for a student to seek strategic/instrumental/adaptive help, it must:

  • reflect the student's awareness of a lack of understanding
  • involve consideration of the necessity of the request, the content of the request, and the target of the request
  • be expressed in a manner suit- able to the particularcircumstance
  • involve processing of the help in such a manner that the possibility of success in subsequent help-seeking attempts is optimized

Studies conducted by Newman (1994) and Newman and Schwager (1993) have shown that the decision to seek help is filtered through an affective-motivational system that includes help-seeking intentions, attitudes toward both the benefits and costs of help seeking, and achievement goals.

Achievement goals above refer to perceived performance oriented or mastery oriented purpose of the course. People with a mastery oriented goals view help-seeking as a natural part of the learning process. Performance oriented people are scared questions/help-seeking shows low ability which they avoid. When this is the case those in need of the most help are the ones who ask the fewest questions.

p.118-19

Helping others helps the help-giver better clarify their position and cement their knowledge.

To be helpful, explanations/help must be:

  • relevant
  • timely
  • clear

Students then must actually use the explanation to solve their problem.

Students do not naturally develop constructive interactional patterns without instruction

Without proper instruction these are the problems you see with student help:

  • students' explanations appear problematic and confused
  • students provide few opportunities for the recipients of explanations to engage in constructive application of these explanations
  • low-ability students are frequently omitted from group dynamics

Constructive application of explanations is a strong predictor of achievement among the recipients of explanations.

Explicit instructions have been found to enhance students' group interactions by teaching them how to:

  • ask elaborated questions
  • provide elaborated answers, arguments, and justifications

Students are more likely to obtain more elaborated help when they ask for it, promoting this behavior is beneficial and requires instructions.

p.119-20

Fantastic breakdown of all the different help seeking and giving types of quesitons, constructive interactions (and what they look like) and feedback types. Good way to categorize help interactions -> p.122