The effect of functional roles on perceived group efficiency during computer-supported collaborative learning

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of fourty-one questionnaire observations, distributed over thirteen groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of perceived group efficiency than nonrole groups

Content analysis: What are they talking about?

Quantitative content analysis is increasingly used to surpass surface level analyses in Computer-Supported Collaborative Learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the ‘unit of meaning’ are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by ‘unit boundary overlap’ and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research

Metastatic uveal melanoma: Treatment strategies and survival—results from the dutch melanoma treatment registry

Uveal melanoma (UM) is the most common primary intraocular tumor in adults. Up to 50% of UM patients will develop metastases. We present data of 175 metastatic UM patients diagnosed in the Netherlands between July 2012 and March 2018. In our cohort, elevated lactate dehydrogenase level (LDH) is an important factor associated with poorer survival (Hazard Ratio (HR) 9.0, 95% Confidence Interval (CI) 5.63–14.35), and the presence of liver metastases is negatively associated with survival (HR 2.09, 95%CI 1.07–4.08). We used data from the nation-wide Dutch Melanoma Treatment Registry (DMTR) providing a complete overview of the location of metastases at time of stage IV disease. In 154 (88%) patients, the liver was affected, and only 3 patients were reported to have brain metastases. In 63 (36%) patients, mutation analysis was performed, showing a GNA11 mutation in 28.6% and a GNAQ mutation in 49.2% of the analyzed patients. In the absence of standard care of treatment options, metastatic UM patients are often directed to clinical trials. Patients participating in clinical trials are often subject to selection and usually do not represent the entire metastatic UM population. By using our nation-wide cohort, we are able to describe real-life treatment choices made in metastatic UM patients and 1-year surv

Programming: Teachers and Pedagogical Content Knowledge in the Netherlands

In this article we report about a study to assess Dutch teachers' Pedagogical Content Knowledge (\small PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher \small PCK Analyser (OTPA). The results show that Dutch teachers' \small PCK scores between low and medium. Also we enquired whether there is any relation between teachers' \small PCK and the textbooks they use by comparing the results of this study with those of a previous one in which the \small PCK of textbooks was assessed. The results show that there is no strong relation. Finally, we looked for trends between teachers' \small PCK and their educational backgrounds, as most of the Dutch teachers have a different background than Informatics. The results show that also in this case there is no strong relation

The role of individual differences on the effect of synchronous coaching of trainee teachers in plenary situations

Historically, synchronous (direct) coaching is an addition to the traditional asynchronous (indirect) supervision of trainee teachers. The new trainee receives concrete hints on “how to proceed further” via an earpiece.\ud In this study the role of personality traits and the orientation of learning to teach by synchronous coaching of trainee teachers was investigated. Analyses showed that the personality traits extraversion, autonomy and emotional stability are indicators for preference in coaching mode. The study involves trainee teachers from various educational backgrounds in order to detect the more subtle differential effects. Each group of participants showed a different response to the synchronous versus asynchronous feedback and thus leads to the conclusion that there is a basis to tune the coaching of practical skills to personal factors indeed.\ud Trainee teachers with an orientation towards “closed meaning” in pedagogical skills appeared to benefit most from being whispered synchronously, followed by those with closed reproductive-, survival- and open meaning orientation

Effects of synchronous coaching in teacher training

Historically, the nature of coaching the teachers is asynchronously: a reflective discussion with the supervisory coach is the follow-up after a lesson has been taught. We expect that synchronous (immediate) coaching may complement and to a certain extent supplant the asynchronous feedback. Nonetheless, in order to investigate the additional effects of combining synchronous and asynchronous coaching, it is essential to obtain an insight into the effects of synchronous interventions separately from the asynchronous condition. Test subjects were assigned random to two conditions: synchronous vs. asynchronous. The participants were required to show teacher's behaviour on the basis of video fragments. An observer scored the quality of this pedagogical action. It appeared from this study that synchronous coaching had significantly greater effects than the asynchronous condition on the quality of the pedagogical action of the trainee teacher