Correlations among Internet Based Epistemic Beliefs (IBEB), Online Self Regulated Learning (OSEL) and Listening Achievement

Keyakinan Epistemik berkaitan erat dengan prestasi akademik dan kognitif karena dapat membangun motivasi belajar, bergantung pada prinsip kepercayaan dan pengetahuan. Keyakinan Epistemik merupakan suatu tipe ilmu pengetahuan yang secara spesifik berkaitan dengan internet. Menurut Emaliana & Rahmiati 2020, Keyakinan Epistemik berperan penting pada strategi belajar & keterlibatan pembelajaran daring. Studi ini mengamati korelasi antara Internet Based Epistemic Beliefs (I-BEB), EFL Student‟s Online Self-Regulated Learning (OSEL), dan kemampuan menyimak dalam pembelajaran bahasa inggris. Sebanyak 100 siswa kelas Intercultural Listening Universitas Brawijaya dilibatkan dalam prosesnya. Peneliti menggunakan metode korelasi dan melakukan survei kuisioner kepada 100 siswa kelas Intercultural Listening Universitas Brawijaya Malang untuk mengumpulkan informasi tentang skor IBEB & OSEL serta kemampuan menyimak mereka, yang diambil dari nilai Ujian Tengah Semester mereka. Peneliti mengadopsi kuisioner IBEB & OSEL dari Kammerer, Y., Amann, D. G & Gerjets, P. (2015) dan menggunakan dua instrument bernama : (1) Kuesioner dan (2) Nilai Ujian Tengah Semester. Data dihitung menggunakan SPSS v.25. Pearson Produk moment digunakan untuk mendapatkan hasil korelasi. Hasil penelitian ini mengungkapkan bahwa ada korelasi yang kuat antara pembelajaran mandiri secara online dan pembelajaran online berbasis kepercayaan siswa dan prestasi menyimak mereka. Semakin tinggi opembelajaran berbasis kepercayaan dan pembelajaran mandiri, semakin baik pencapaiannya. Peneliti menyarankan kepada mahasiswa Intercultural listening Universitas Brawijaya untuk meningkatkan motivasi belajar mrnyimak melalui pembelajaran mandiri karena pengetahuan tidak hanya didapat dari kegiatan di kelas tetapi juga dari sumber lain seperti media pembelajaran online. Guru atau dosen dapat menggunakan media pembelajaran seperti Youtube atau platform lainnya, karena pembelajaran online merupakan solusi yang baik untuk mencapai pembelajaran yang efektif. Bagi peneliti selanjutnya, hasil penelitian ini dapat digunakan sebagai referensi untuk penelitian selanjutnya yang berkaitan dengan keterampilan bahasa Inggris lainnya yang memunculkan teori-teori pendidikan berbasis OSE

Predicting Computer Science Students’ Online Help-Seeking Tendencies

This study investigated how computer science students seek help online in their learning and what factors predict their online help-seeking behaviors. Online help-seeking behaviors include online searching, asking teachers online for help, and asking peers online for help. 207 students from a large university in the southeastern United States participated in the study. It was revealed that computer science students tended to search online more frequently than ask people online for help. Five factors, including epistemological belief, interest, learning proficiency level, prior knowledge of the learning subject, and problem difficulty, were explored as potential predictors in this study. It was found that learning proficiency level and problem difficulty were significant predictors of three types of online help-seeking behaviors, and other factors influenced online help seeking to different extents. The study provides evidence to support that online searching should be considered as an integrated part of online help seeking, and gives guidelines for practice of facilitating online help seeking and future studies

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

The Relationship of Perceived Learning and Self-Regulated Learning of Undergraduate Students and the Curiosity Scores Generated by Packback

Institutions work to improve their retention rates. Research supports academically and socially integrated students are more likely to develop a commitment to the institution and persist to graduation. Historically these theories emphasized perceived learning and self-regulated learning as contributing factors for student retention. Curiosity is a motivational factor that improves student engagement and academic integration. Discussion boards are used with face-to-face, online, and hybrid courses. Instructors use the virtual workspace to build a collaborative community for students to engage with one another, the instructor, and the course material. Packback uses artificial intelligence (AI) to heighten student engagement on discussion board posts by providing immediate feedback to students and publishing a leader board with curiosity scores. Through the lens of Connectivism and the Community of Inquiry Model for online learning, this predictive correlational study explored the relationship of perceived learning and self-regulated learning of students enrolled in an undergraduate political science course and the curiosity score generated by Packback. The study involved a convenience sample from a land grant institution located in the southeastern United States . The Cognitive, Affective, and Psychomotor (CAP) survey measured perceived learning using a seven-point Likert scale. The Online Self-Regulated Learning Questionnaire (OSLQ) measured self-regulated learning behaviors using a five-point Likert scale. Packback’s Curiosity Score is generated through an algorithm using presentation, credibility, and effort. A multiple regression analysis demonstrated a lack of sufficient evidence to support a predictive relationship between perceived learning and self-regulated learning (predictor variables) upon curiosity scores (criterion variable) generated by Packback

Developing Learning Analytics for Epistemic Commitments in a Collaborative Information Seeking Environment

Learning analytics sits at the confluence of learning, information, and computer sciences. Using a distinctive account of learning analytics as a form of assessment, I first argue for its potential in pedagogically motivated learning design, suggesting a particular construct – epistemic cognition in literacy contexts – to probe using learning analytics. I argue for a recasting of epistemic cognition as ‘epistemic commitments’ in collaborative information tasks drawing a novel alignment between information seeking and multiple document processing (MDP) models, with empirical and theoretical grounding given for a focus on collaboration and dialogue in such activities. Thus, epistemic commitments are seen in the ways students seek, select, and integrate claims from multiple sources, and the ways in which their collaborative dialogue is brought to bear in this activity. Accordingly, the empirical element of the thesis develops two pedagogically grounded literacy based tasks: a MDP task, in which pre-selected documents were provided to students; and a collaborative information seeking task (CIS), in which students could search the web. These tasks were deployed at scale (n > 500) and involved writing an evaluative review, followed by a pedagogically supported peer assessment task. Assessment outcomes were analysed in the context of a new epistemic commitments-oriented set of trace data, and psychometric data regarding the participants’ epistemic cognition. Demonstrating the value of the methodological and conceptual approach taken, qualitative analyses indicate clear epistemic activity, and stark differences in behaviour between groups, the complexity of which is challenging to model computationally. Despite this complexity, quantitative analyses indicate that up to 30% of variance in output scores can be modelled using behavioural indicators. The explanatory potential of behaviourally-oriented models of epistemic commitments grounded in tool-interaction and collaborative dialogue is demonstrated. The thesis provides an exemplification of theoretically positioned analytic development, drawing on interdisciplinary literatures in addressing complex learning contexts

Knowledge that counts: an examination of the theory practice gap between business and marketing academics and business practitioners examined in respect of their respective epistemic stances

This work examines and presents evidence for the existence of a gap in epistemological views between academic and practice marketers. Few if any academics would seem to challenge the ‘gap’ premise but the importance of any gap and its nature are issues about which little agreement exists. The intractable nature of the academic practitioner gap has a long history of interesting and diverse debate ranging from Dewey’s argument about the true nature of knowing to contributions based on epistemic adolescence, ontological differences and more pragmatic suggestions about different tribes. Others include the rigour versus relevance issue, failures in curriculum or pedagogy and a clash between modernist and postmodernist epistemologies. Polanyi’s description of tacit versus explicit knowledge further extends the debate as do issues of knowledge creation and dissemination in particular through Nonaka. Irrespective of approach actual evidence for a gap was largely based on argument rather than empirical proof. This work address that lack. The intractability of the gap suggests that it is at root, epistemic. To identity the existence of a gap in such terms a domain specific epistemic questionnaire developed by Hofer was used. A factor analytic process extracted a common set of factors for the domain of marketers. Five epistemic factors were identified. Three of these showed significant difference in orientation between practitioners and academics confirming that the theory practice gap is tangible and revealing an indication of its nature Broadly results from factor analysis with interpretation informed by factor item structure and prior theoretical debate suggests that academics and practitioners views on knowledge and how they come to know share similarities and differences. Academics are more likely to see knowledge as stable, based on established academic premise legitimized from academy. Practitioners are more likely to see knowledge as emerging from action, as dynamic and legitimised by results. Other significant findings included the emergence of dialogue as a means of closing the gap, and the emergence of a group of academics with significant practice experience termed here as, hybrids, who are located in the Academy but mostly share their epistemic views with practitioners. Correlation analysis showed that academic propensity to engage in dialogue with practice moved academic factor scores towards practitioners. This shows that dialogue has a clear role in both perpetuating the gap in its absence or reducing it. Fundamentally dialogue plays a clear role in bridging the two epistemologies and in providing for additional epistemic work. Finally a solution to bridging the gap has been proposed. The model called dialogic introspection melds dialogue and introspection to create epistemic doubt, the volition to change and a means of resolution. The model avoids prescription of what form knowledge should take but instead adopts a stance similar to more mature disciplines like medicine in which the status of academic work is enhanced in line with its relevance to practice which itself is embodied in dialogue. This approach recognizes the centrality of epistemology as shaping the conditions necessary for recognizing epistemologies as hierarchies in which the epistemology most capable of additional epistemic work is the most desirable. Such an epistemology would have the capacity to add epistemic work and reinforces Nonaka’s call for epistemology to be recognized as central to knowledge creation

Undergraduate students accessing mental health services : exploring the barriers surmounted using a qualitative approach

viii, 91 leaves : colour illustrations ; 29 cmIncludes abstract and appendices.Includes bibliographical references (leaves 76-81).There is a high prevalence of mental health disorders among youth, however there is not a corresponding high level of help seeking behavior. Currently, there is little research on the barriers that post-secondary students have to overcome to access mental health services in Canada. This master’s thesis conducted qualitative semi-structured interviews (N=10) to gain an understanding of the barriers that undergraduate students attending an Atlantic Canadian university surmounted to access professional mental health services. The three overarching themes include; a) structural barriers to mental health services, b) barriers related to the perceptions of mental health problems, and c) barriers related to the perceptions of mental health services. Recommendations are to promote positive mental health at a community level by implementing policy and interventions such as peer support programs, gatekeeper programs, and mental health literacy workshops which have proven to increase help seeking and can be self-sustaining within the universities

An Examination of Personality Traits as a Predictor of the Use of Self-Regulated Learning Strategies

Each learner brings a unique mix of personality traits, preferences, and talents to the educational setting. These factors can influence the extent to which learners are able to effectively deploy skills and strategies to achieve their academic goals. Gaining a deeper awareness of how specific personality traits play a role in the choice and deployment of SRL strategies provides opportunities to anticipate which learners might be ineffective self-regulators. Doing so would enable instructional designers, educators, or higher education administrators to better plan and deliver effective educational experiences for a wide range of learners. The purpose of this study was to investigate the extent to which the use of SRL strategies was impacted by learner differences in Big Five personality traits. This mixed methods study examined the potential of utilizing the Big Five Inventory classification as a predictor of self-regulated strategy use. Specifically, the study investigated the relationship between the existence of openness, conscientiousness, extraversion, agreeableness, and neuroticism traits as possible predictors of learner use of SRL strategies. From a pool of approximately 4,200 graduate students, nearly 360 surveys were completed. Survey participants were asked to respond to five demographic items, 44 Big Five Inventory items, and 24 OSLQ items. The study indicated that personality trait classification does have an impact on the overall use of SRL strategies, as well as on the deployment of specific subscales within the OSLQ. Conscientiousness was the strongest predictor of overall OSLQ score, and agreeableness was shown as a significant predictor of each of the six OSLQ subscales. Contrary to the researcher’s initial hypothesis, exhibiting high neuroticism was not shown to have a significant negative impact on overall OSLQ scores. Results also indicated slight differences in overall OSLQ score based on personality trait and number of online courses taken. Finally, comments received during follow-up interviews lent support to statistical findings related to SRL strategy use across personality trait categories

Towards an authentic argumentation literacy test

A central goal of education is to improve argumentation literacy. How do we know how well this goal is achieved? Can we measure argumentation literacy? The present study is a preliminary step towards measuring the efficacy of education with regards to argumentation literacy. Tests currently in use to determine critical thinking skills are often similar to IQ-tests in that they predominantly measure logical and mathematical abilities. Thus, they may not measure the various other skills required in understanding authentic argumentation. To identify the elements of argumentation literacy, this exploratory study begins by surveying introductory textbooks within argumentation theory, critical thinking, and rhetoric. Eight main abilities have been identified. Then, the study outlines an Argumentation Literacy Test that would comprise these abilities suggested by the literature. Finally, the study presents results from a pilot of a version of such a test and discusses needs for further development