Student interaction and knowledge construction in case-based learning in educational psychology using online discussions: The role of structure

We analyzed students\u27 patterns of participation, interaction and knowledge construction in asynchronous online case-based discussions in two Educational Psychology classes with different participation and interaction guidelines. We conducted quantitative analyses of the outlines of postings and transcripts of online messages from these group discussions to examine rates and patterns of participation and interaction. Qualitative analyses illuminated patterns of knowledge construction and helped us further analyze patterns of interactions. Based on our analyses, we found differences in rates of participation and patterns of interaction in the two sections, with higher, negatively skewed levels of participation and interaction in the more structured and guided discussions groups. In terms of content, we found that statements of clarification, elaboration, and grounded interpretation were related to the knowledge construction process most directly. Students\u27 construction of knowledge appeared mainly self-reflective, even when it began by acknowledging the contributions of others, or clarifying information for others. The gradual posting of questions to help guide the discussions may be a more effective way than posting all the questions at once to help students construct the conceptual space, create relationships between conceptual knowledge and facts, and evaluate solutions. We discuss implications for teaching and further research

Analyzing student interactions and meaning construction in computer bulletin board discussions

This case study, based on social constructivist learning theory, investigated the communication patterns and the knowledge construction process of students who used a computer bulletin board system (BBS) to discuss course-related content. Collected data included the outline of BBS postings and transcripts of the BBS messages from three selected weeks during the semester in an advanced communications class. Quantitative analysis was used to examine participation and interaction rates, and qualitative procedures were used to analyze knowledge construction processes and to refine a category system of indicators and descriptors. Results showed that students engaged in a knowledge construction process that was characterized chiefly by clarification, elaboration, and interpretation, and that produced more reflective monologues than dialogical interactions. Findings were related to constructivist theories and to previous analyses of computer conferencing systems, and were used to develop a list of recommendations for practitioners interested in incorporating such systems in their courses. © 2003 Elsevier Ltd. All rights reserved

Caregivers’ anxiety and perception of their children’s wellbeing: a year into the COVID-19 pandemic

The COVID-19 pandemic and related social restrictions disrupted family routines affecting millions of youths and their caregivers worldwide. This study explored the relationship between caregivers’ anxiety and their children’s emotional states 1 year after COVID-19, as well as differences between caregivers’ perceptions of their children’s emotional states and reality. Sixty-eight caregiver-child pairs completed an online survey between March 31 and May 31, 2021. Our analysis showed positive correlations between caregivers’ anxiety and children’s wellbeing, worries about children’s use of time, and a variety of negative emotional states in their children. Caregivers’ anxiety about their children’s wellbeing was negatively correlated with their children’s perceptions of self-control. Caregivers’ anxiety about their personal wellbeing was negatively correlated with children’s feelings of busyness and positively associated to their children’s fear. Caregivers’ perception of COVID-19 as a challenging experience was positively associated with some of their children’s negative emotions. Overall, caregivers were accurate about children’s emotional experiences in the previous 3 months with some exceptions: their children felt lonelier and more worried about schoolwork and grades than their caregivers realized. These findings will help researchers and practitioners further explore the sources of caregivers’ anxiety and their relationship with children’s emotions and stress management as countries move toward a new normal

An Inclusive Process for Departmental Textbook Selection

This article reports on the development and use of an inclusive process to select a departmental textbook for general psychology. It describes a method for developing department-specific instruments to narrow the available textbook choices and an in-class textbook trial used in the final selection. Reported advantages of this method include “buy-in†by faculty, student evaluation of the books and ancillary materials, and classroom testing. We also provide several recommendations to assist other departments in employing our rubric. © 2006, Society for the Teaching of Psychology. All rights reserved