Pub Date : 2023-09-27DOI: 10.14434/josotl.v23i3.33823
Sara Wigal, Sharee Broussard
As college students are adapting to new workloads and freedom while facing significant stressors and time management struggles, they might not have tools to assist their transition. Students took the Brown & Ryan (2003) Mindfulness Attention Awareness Scale (MAAS) in class, participated in a classroom presentation on mindfulness, purposeful pausing to destress/re-center, and typical personal productivity methods such as time management tools and commonly adopted systems. Then, they practiced a selected mindfulness as well as productivity tool for weeks during the semester, re-took the MAAS and completed a Qualtrics survey about their practice experience. Students self-reported slightly increased mindfulness via the MAAS and the brief survey as well as anecdotally. Via qualitative feedback, students described their experience with the mindfulness and productivity tools and expressed feeling “seen and heard.” They also described the class in which the experience took place as understanding, welcoming and comfortable. Information on each suggested mindfulness and productivity Tip/Tool (hack) introduced in the classroom presentation is provided.
{"title":"Pausing for More","authors":"Sara Wigal, Sharee Broussard","doi":"10.14434/josotl.v23i3.33823","DOIUrl":"https://doi.org/10.14434/josotl.v23i3.33823","url":null,"abstract":"As college students are adapting to new workloads and freedom while facing significant stressors and time management struggles, they might not have tools to assist their transition. Students took the Brown & Ryan (2003) Mindfulness Attention Awareness Scale (MAAS) in class, participated in a classroom presentation on mindfulness, purposeful pausing to destress/re-center, and typical personal productivity methods such as time management tools and commonly adopted systems. Then, they practiced a selected mindfulness as well as productivity tool for weeks during the semester, re-took the MAAS and completed a Qualtrics survey about their practice experience. Students self-reported slightly increased mindfulness via the MAAS and the brief survey as well as anecdotally. Via qualitative feedback, students described their experience with the mindfulness and productivity tools and expressed feeling “seen and heard.” They also described the class in which the experience took place as understanding, welcoming and comfortable. Information on each suggested mindfulness and productivity Tip/Tool (hack) introduced in the classroom presentation is provided.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.14434/josotl.v23i3.34285
Sheila Baker, Debby Shulsky
What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved.
{"title":"Curating, Community, Collaboration","authors":"Sheila Baker, Debby Shulsky","doi":"10.14434/josotl.v23i3.34285","DOIUrl":"https://doi.org/10.14434/josotl.v23i3.34285","url":null,"abstract":"What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.14434/josotl.v23i3.34211
Tamarah Smith, Ting Dai
Statistics education is increasingly important to our society with enrolment increases of 16% in introductory statistics courses and 85% in upper-level statistics courses. Research has demonstrated many factors related to students’ behaviors and outcomes in statistics courses such as past achievement, attitudes, and effort. We sought to model these factors together to better understand how introductory statistics students’ attitudes were related to students' achievement behaviors and what student characteristics mediated such relationships. Structural equation modeling with data from N=301 students in an introductory statistics course for psychology majors revealed that majors with higher GPAs had more interest, enjoyment as well as utility value for statistics, and these variables were in turn related to expectations for success or achievement behaviors. Females had lower interest in statistics, and this was related to lower expectations of success. The findings highlight the need to increase interest and enjoyment and utility value for non-majors studying statistics. Recommendations for how to adapt the statistics classroom to that end are discussed.
{"title":"Exploring Achievement Behaviors in Non-Major Statistics Course: An Expectancy-Value Perspective and Thoughts for Practice","authors":"Tamarah Smith, Ting Dai","doi":"10.14434/josotl.v23i3.34211","DOIUrl":"https://doi.org/10.14434/josotl.v23i3.34211","url":null,"abstract":"Statistics education is increasingly important to our society with enrolment increases of 16% in introductory statistics courses and 85% in upper-level statistics courses. Research has demonstrated many factors related to students’ behaviors and outcomes in statistics courses such as past achievement, attitudes, and effort. We sought to model these factors together to better understand how introductory statistics students’ attitudes were related to students' achievement behaviors and what student characteristics mediated such relationships. Structural equation modeling with data from N=301 students in an introductory statistics course for psychology majors revealed that majors with higher GPAs had more interest, enjoyment as well as utility value for statistics, and these variables were in turn related to expectations for success or achievement behaviors. Females had lower interest in statistics, and this was related to lower expectations of success. The findings highlight the need to increase interest and enjoyment and utility value for non-majors studying statistics. Recommendations for how to adapt the statistics classroom to that end are discussed.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.14434/josotl.v23i3.35234
Ashley Hooper, Misbah Hyder, Thomas Colclough, Daniel Mann
We incorporated trauma-informed principles into the design of a synchronous, online Religion and Politics course and then evaluated impacts on student learning through qualitative methods. Using a novel approach, students self-evaluated their learning throughout the course in weekly reflections. Using content analysis and directed coding techniques, we analyzed students’ reflection assessments for themes of trauma-informed principles: safety, trustworthiness, choice, collaboration, and empowerment. We found that students co-developed a sense of safety by engaging in respectful peer dialogue; established trustworthiness through self-disclosure of personal beliefs; collaborated with peers to develop a deeper understanding of course content; and acquired transferable skills through choice in assessments. In addition, students experienced empowerment by recognizing their growth in four primary areas: (1) their personal beliefs and perspectives; (2) their understanding of the course material; (3) their learning; and (4) their ability to use academic tools. Our findings extend and support existing research on the efficacy of trauma-informed practices; furthermore, our research suggests that incorporating trauma-informed principles into course design can support students in their learning as well as bolster their capacity to succeed in other areas inside and outside of the classroom (e.g., engaging in difficult conversations, seeking out support, using transferable skills in other contexts, applying course content to their own lives). Finally, our case study presents innovative approaches for assessing how students engage with trauma-informed course design.
{"title":"Re-Envisioning Learning through a Trauma-Informed Lens: Empowering Students in their Personal and Academic Growth","authors":"Ashley Hooper, Misbah Hyder, Thomas Colclough, Daniel Mann","doi":"10.14434/josotl.v23i3.35234","DOIUrl":"https://doi.org/10.14434/josotl.v23i3.35234","url":null,"abstract":"We incorporated trauma-informed principles into the design of a synchronous, online Religion and Politics course and then evaluated impacts on student learning through qualitative methods. Using a novel approach, students self-evaluated their learning throughout the course in weekly reflections. Using content analysis and directed coding techniques, we analyzed students’ reflection assessments for themes of trauma-informed principles: safety, trustworthiness, choice, collaboration, and empowerment. We found that students co-developed a sense of safety by engaging in respectful peer dialogue; established trustworthiness through self-disclosure of personal beliefs; collaborated with peers to develop a deeper understanding of course content; and acquired transferable skills through choice in assessments. In addition, students experienced empowerment by recognizing their growth in four primary areas: (1) their personal beliefs and perspectives; (2) their understanding of the course material; (3) their learning; and (4) their ability to use academic tools. Our findings extend and support existing research on the efficacy of trauma-informed practices; furthermore, our research suggests that incorporating trauma-informed principles into course design can support students in their learning as well as bolster their capacity to succeed in other areas inside and outside of the classroom (e.g., engaging in difficult conversations, seeking out support, using transferable skills in other contexts, applying course content to their own lives). Finally, our case study presents innovative approaches for assessing how students engage with trauma-informed course design.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.14434/josotl.v23i3.34262
Michael Moore, Brad Piazza
Abstract: The rising costs of course materials have higher education stakeholders looking for alternatives to the traditional course materials acquisition model. Two models of interest are open educational resources and inclusive access. Open educational resources have been widely studied. However, inclusive access has had a sudden rise in adoption across the country. This quick rise has left gaps in the literature as to the efficacy of such programs. A review of the literature on the efficacy of inclusive access course materials models returned only four published studies. The purpose of this study was to examine the use of an inclusive access course materials model on student outcomes at a Technical College. The Technical College provided student outcome data for 7110 students across six courses. The analysis documented significant differences between the before and after inclusive access samples for five of the nine categories examined. Results of this study fall in line with previous studies that have examined the impact of inclusive access course materials models on student outcomes.
{"title":"Inclusive Access Course Materials: An Analysis of a Technical College’s Inclusive Access Program","authors":"Michael Moore, Brad Piazza","doi":"10.14434/josotl.v23i3.34262","DOIUrl":"https://doi.org/10.14434/josotl.v23i3.34262","url":null,"abstract":"Abstract: The rising costs of course materials have higher education stakeholders looking for alternatives to the traditional course materials acquisition model. Two models of interest are open educational resources and inclusive access. Open educational resources have been widely studied. However, inclusive access has had a sudden rise in adoption across the country. This quick rise has left gaps in the literature as to the efficacy of such programs. A review of the literature on the efficacy of inclusive access course materials models returned only four published studies. The purpose of this study was to examine the use of an inclusive access course materials model on student outcomes at a Technical College. The Technical College provided student outcome data for 7110 students across six courses. The analysis documented significant differences between the before and after inclusive access samples for five of the nine categories examined. Results of this study fall in line with previous studies that have examined the impact of inclusive access course materials models on student outcomes.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135587082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33351
Narmin S. Ghalichi, Kimberly Cervello Rogers, Moira Van Staaden
This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs’ written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement and stimulation of student learning. Results suggest that GTAs’ conceptualization of teaching practice informs changes in self-efficacy along both conceptual dimensions, with efficacy in self-improvement changing more than that of their ability to stimulate student learning. Therefore, the strength of the efficacy changes may be moderated by features of the professional development course. We explore defining features of the professional development course employed in this study, describing implications for the education and development of novice collegiate mathematics instructors, and the potential to optimize change along both conceptual dimensions of self-efficacy.
{"title":"Reflecting on Professional Development Opportunities: Links Between Conceptions of Mathematics Graduate Teaching Assistants and Their Self-Efficacy","authors":"Narmin S. Ghalichi, Kimberly Cervello Rogers, Moira Van Staaden","doi":"10.14434/josotl.v23i2.33351","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33351","url":null,"abstract":"This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive thematic analysis, GTAs’ written reflections were analyzed and matched against changes in their self-efficacy assessed along two conceptual dimensions: self-improvement and stimulation of student learning. Results suggest that GTAs’ conceptualization of teaching practice informs changes in self-efficacy along both conceptual dimensions, with efficacy in self-improvement changing more than that of their ability to stimulate student learning. Therefore, the strength of the efficacy changes may be moderated by features of the professional development course. We explore defining features of the professional development course employed in this study, describing implications for the education and development of novice collegiate mathematics instructors, and the potential to optimize change along both conceptual dimensions of self-efficacy.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81515499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33543
E. Camfield, Leslie Bayers
This article explores prevalent stories about “Gen Z” students that unintentionally undercut both their success and learner-centered pedagogies. The authors consider how those beliefs might be reframed to serve all learners more effectively. We also explore how the racial reckoning, health pandemics, social unrest, and additional compounded traumatic events of 2020 complicated stereotypes about college-aged youth and magnified the ever-present need for more inclusive, flexible, and compassionate teaching approaches. We now have an opportunity to build on the lessons of 2020 and expand the lenses through with we consider our students’ visible behaviors and invisible experiences. We offer a rationale for and concrete pathways toward crafting more empathetic and productive stories about Gen Z students, which in turn allow us to develop teaching and assessment strategies that better align with our student-centered missions.
{"title":"From Antagonist to Protagonist: Shifting the Stories to Support Gen Z Students","authors":"E. Camfield, Leslie Bayers","doi":"10.14434/josotl.v23i2.33543","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33543","url":null,"abstract":"This article explores prevalent stories about “Gen Z” students that unintentionally undercut both their success and learner-centered pedagogies. The authors consider how those beliefs might be reframed to serve all learners more effectively. We also explore how the racial reckoning, health pandemics, social unrest, and additional compounded traumatic events of 2020 complicated stereotypes about college-aged youth and magnified the ever-present need for more inclusive, flexible, and compassionate teaching approaches. We now have an opportunity to build on the lessons of 2020 and expand the lenses through with we consider our students’ visible behaviors and invisible experiences. We offer a rationale for and concrete pathways toward crafting more empathetic and productive stories about Gen Z students, which in turn allow us to develop teaching and assessment strategies that better align with our student-centered missions.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"163 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80321159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33715
Alexcia Chambers, Elizabeth A. Harkins Monaco
Abstract: Students need to actively engage with instructor feedback to improve their work, but many struggle incorporating feedback to improve their skills. This paper describes a strategy for using criteria-based rubrics as self-assessment tools to increase student engagement with instructor feedback. Initially, the instructor creates a criteria-based rubric aligned with the objectives of an assignment. Students then use this rubric to self-assess their work. This is followed by the instructor evaluating the student self-assessment to provide feedback. The student then has an opportunity to apply this feedback to their work prior to submission, as well as reflect on the quality of their work. Additional application of this strategy to the process of peer-review is also discussed.
{"title":"Increasing Student Engagement with Instructor Feedback using Criteria-Based Rubrics as a tool for Self-Assessment","authors":"Alexcia Chambers, Elizabeth A. Harkins Monaco","doi":"10.14434/josotl.v23i2.33715","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33715","url":null,"abstract":"Abstract: Students need to actively engage with instructor feedback to improve their work, but many struggle incorporating feedback to improve their skills. This paper describes a strategy for using criteria-based rubrics as self-assessment tools to increase student engagement with instructor feedback. Initially, the instructor creates a criteria-based rubric aligned with the objectives of an assignment. Students then use this rubric to self-assess their work. This is followed by the instructor evaluating the student self-assessment to provide feedback. The student then has an opportunity to apply this feedback to their work prior to submission, as well as reflect on the quality of their work. Additional application of this strategy to the process of peer-review is also discussed.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"76 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88269357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33527
N. Arrington
Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.
{"title":"Enhancing Preservice Teachers' Self-Efficacy for Teaching Diverse Learners: Capturing Young Students' Attention through a Read-a-loud and Music","authors":"N. Arrington","doi":"10.14434/josotl.v23i2.33527","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33527","url":null,"abstract":"Abstract: The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for engaging and meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. \u0000Keywords: self-efficacy, preservice teachers, creative arts, diverse learners, Scholarship of Teaching and Learning.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86057794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.14434/josotl.v23i2.33413
Sara G. Goodman, Emily Moore
Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants’ ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting, and can be helpful in reinforcing concepts through supportive examples in adjacent modalities.
{"title":"To Chat or Not To Chat: Text-Based Interruptions From Peers Improve Learner Confidence in an Online Lecture Environment","authors":"Sara G. Goodman, Emily Moore","doi":"10.14434/josotl.v23i2.33413","DOIUrl":"https://doi.org/10.14434/josotl.v23i2.33413","url":null,"abstract":"Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants’ ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting, and can be helpful in reinforcing concepts through supportive examples in adjacent modalities.","PeriodicalId":93822,"journal":{"name":"The journal of scholarship of teaching and learning : JoSoTL","volume":"34 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72488673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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