scholarly journals Exploring the Relationship Between Interaction and the Structure of Questions in Online Discussions Using Learning Analytics

2020 ◽  
Vol 23 (1) ◽  
pp. 46-60
Author(s):  
Ayesha Sadaf ◽  
Larisa Olesova
Keyword(s):  
Learning Analytics ◽  
Positive Relationship ◽  
Student Interaction ◽  
Online Discussions ◽  
Degree Centrality ◽  
Question Prompts ◽  
Significant Difference ◽  
The Relationship

AbstractWhile research has established the importance of questions as a key strategy used to facilitate student interaction in online discussions, there is a need to explore how the structure of questions influence students’ interactions. Using learning analytics, we explored the relationship between student-student interaction and the structure of initial questions with and without the Practical Inquiry Model (PIM). Degree centrality was used as the method to analyse the number of responses each student sent (out-degree centrality) and the number of responses each student received (in-degree centrality). Findings showed that the number of responses each student sent and received was higher in the discussions initiated by the PIM-question prompts. In addition, analysis revealed a positive relationship between students’ interaction and the discussions structured with PIM and non-PIM questions. Finally, there was a significant difference in out-degree centrality but no significant difference in in-degree centrality between discussions structured with the PIM and non-PIM questions. We conclude that initial questions can be structured using PIM as a guiding framework to facilitate student-student interaction in online discussions.

scholarly journals Feedback Environment and Creativity in Education Organizations

2015 ◽  
Vol 3 (2) ◽  
pp. 121
Author(s):  
Ying-Leh Ling ◽  
Fairuz Ismail ◽  
Abdul Ghani Kanesan Abdullah
Keyword(s):  
Quantitative Study ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
Study Data ◽  
Educational Organizations ◽  
Feedback Environment ◽  
High Quality ◽  
Significant Difference ◽  
Inferential Analysis ◽  
The Relationship

This study aims to examine the relationship between feedback environment practices and creativity in the educational organizations. This study is a quantitative study. A total of 40 polytechnic students from Polytechnic Kuching Sarawak are randomly selected to participate in this study. Data were obtained using a set of questionnaire consisting of three parts. The data obtained were analyzed descriptively and inferentially. Inferential analysis involves <em>t</em> test and Pearson correlation. The findings have shown that the level of feedback environment based on students' perception is high. Simultaneously, the level of creativity among the students is also high. The findings indicated that there is no significant difference in feedback environment between genders. Furthermore, the study also showed a significant and positive relationship between feedback environment and students’ creativity. The results of this study have several implications directly to the formation of high-quality students as feedback environment and students’ creativity are interrelated and inseparable in educational organizations.

scholarly journals Investigation of the Relationship between the Organizational Cynicism Levels and Intent of Revenge of Sports Science Faculty Students Who Work

2018 ◽  
Vol 8 (6) ◽  
pp. 45
Author(s):  
Sevim Güllü
Keyword(s):  
Positive Relationship ◽  
Personal Information ◽  
Pearson Correlation ◽  
Science Students ◽  
Data Collection Tool ◽  
Sports Science ◽  
Organizational Cynicism ◽  
Significant Difference ◽  
The Relationship ◽  
Academic Year

The research aims to determine the level of relationship between the organizational cynicism and the tendency ofrevenge of sports science students. In this study, descriptive and relational screening technique was used as theresearch technique. The working group consists of 105 students (36 female, 69 male). The participants are studentwho study at Istanbul University Faculty of Sports Science in the academic year of 2017-2018. All of the studentshave been working at an organization/ a workplace for at least 6 months. As the data collection tool, two scales wereutilized with the personal information form prepared by the researchers. Organizational Cynicism Scale and RevengeScale were used. The percentage (%), frequency, skewness, kurtosis, t-test, ANOVA, Pearson Correlation analysiswere used. As a result there is a positive relationship between the level of organizational cynicism and intention ofrevenge. It was revealed that gender and type of employment variables did not make a significant difference inorganizational cynicism and sub-dimensions and will for revenge. However, significant differences have beenidentified in favor of the participants with a low salary in the behavioral sub-dimension of organizational cynicism.On the other hand, the scores of organizational cynicism and will for revenge of the participants are moderate andeven low.

scholarly journals The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

2020 ◽  
Vol 15 (2) ◽  
pp. 12-22
Author(s):  
Normala Ismail ◽  
Mohamad Kamil Ariff Khalid
Keyword(s):  
Social Sciences ◽  
Positive Relationship ◽  
Test Results ◽  
Self Directed Learning ◽  
Level Of Education ◽  
Significant Difference ◽  
E Learning ◽  
Directed Learning ◽  
Level Of Understanding ◽  
The Relationship

The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.

Determinants of Brand Recall in Social Networking Sites

2018 ◽  
pp. 454-476
Author(s):  
Kaan Varnali ◽  
Vehbi Gorgulu
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Positive Relationship ◽  
User Interaction ◽  
Perceived Popularity ◽  
Brand Recall ◽  
Significant Difference ◽  
Brand Involvement ◽  
Brand Congruence ◽  
The Relationship

This research aims to contribute to the understanding of how brand impressions in social networking sites influence brand recall. Further, the relationship between the built-in metrics offered by social networking sites and brand recall are also examined to assess the validity of these metrics as measures of advertising effectiveness. Results indicate a positive relationship between brand recall and self-brand congruence, tie-strength with, trust toward, and perceived popularity of the profile associated with the post, and clicking a link embedded in the post / ad in which the brand appears. On the other hand, there is not a significant difference between the levels of brand involvement, homophily with the profile associated with the post / ad, like-count, and four types of built-in user-interaction options including liking, sharing, posting a comment and tagging among the brands that were successfully retrieved from the memory and those were not.

Relationship between Types of Question Prompts and Critical Thinking in Online Discussions

2013 ◽  
pp. 197-222 ◽  
Author(s):  
Jennifer C. Richardson ◽  
Ayesha Sadaf ◽  
Peggy A. Ertmer
Keyword(s):  
Critical Thinking ◽  
Critical Incident ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
High Quality ◽  
Student Responses ◽  
Question Prompts ◽  
The Relationship ◽  
Structure Discussion

This chapter addresses the relationship between types of initial question prompts and the levels of critical thinking demonstrated by students’ responses in online discussions. The chapter is framed around a research study involving discussion prompts that were coded and classified using Andrews’ typology (1980). Students’ responses (n=1132), taken from 27 discussion forums, were coded using the four-stage Practical Inquiry Model (PIM) (Garrison, Anderson & Archer, 2001). Among the nine question types explored, Critical Incident questions were most effective in generating high levels of student thinking. This was followed by Lower Divergent, Shotgun, and Analytical Convergent question responses that mainly resulted in students achieving the Integration phase of the PIM. Moreover, validation of the discussion prompts provides an updated typology that categorizes question prompts based on the verbal structure of online discussions. This chapter provides important implications for instructors who teach online, especially those looking for general guidelines regarding how to structure discussion prompts to elicit high quality student responses.

scholarly journals The relationship between musical self-concept and musical creativity among secondary school music students

2018 ◽  
Vol 37 (1) ◽  
pp. 78-90
Author(s):  
Lucy Lugo Mawang ◽  
Edward M. Kigen ◽  
Samuel M. Mutweleli
Keyword(s):  
Gender Difference ◽  
Secondary School ◽  
Positive Relationship ◽  
Self Concept ◽  
Music Students ◽  
Creativity Assessment ◽  
Significant Difference ◽  
School Music ◽  
Musical Creativity ◽  
The Relationship

The purpose of this study was to establish the relationship between musical self-concept and musical creativity, and to determine the best predictors of musical creativity given the musical self-concept dimensions. Participants ( N = 201) were music students, drawn from 21 secondary schools in Kenya. Music Self-perception Inventory-Version 2 (MUSPI) was used to gather data on participants’ musical self-concept. Musical creativity was measured using the Consensual Musical Creativity Assessment Scale (CMCAS). Results indicated a positive relationship between musical self-concept and musical creativity ( r = .25, p < .01). All the musical self-concept dimensions, except singing and dancing showed positive associations with musical creativity. Further, a significant mean difference in musical creativity for positive and negative musical self-concept was observed. Multiple regression indicated that the best predictors of musical creativity were sense of rhythm and dancing self-concepts and the strongest predictor of musical creativity was sense of rhythm self-concept. A significant gender difference in musical creativity was observed, with males scoring higher than females. However, there was no significant difference in participants’ musical creativity based on age. The study recommends interventions and conducive environments for the development of positive musical self-concept.

scholarly journals Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 20
Author(s):  
Mehrnoosh Karimi ◽  
Elham Nikbakht
Keyword(s):  
Positive Relationship ◽  
Teaching Efficacy ◽  
Strategy Use ◽  
Motivational Strategies ◽  
Institutional Identity ◽  
Significant Difference ◽  
Efl Teachers ◽  
Efl Students ◽  
The Relationship ◽  
Pearson Correlations

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

scholarly journals A Study on Store Image Attributes and Loyalty Behaviour

2020 ◽  
Author(s):  
Selvan Perumal
Keyword(s):  
Positive Relationship ◽  
Age Groups ◽  
Demographic Variables ◽  
Survey Method ◽  
Store Image ◽  
Store Loyalty ◽  
Income Levels ◽  
Research Survey ◽  
Significant Difference ◽  
The Relationship

This study investigates the relationship between store image and store loyalty behaviour for supermarket stores. The study also determines the major attributes in the store image dimensions. The research survey involved a field study using the questionnaire survey method. A total of 204 customers of three supermarkets provided the input for this study. The survey identified five major components of store image attributes, namely, store convenience, conducive atmosphere, value price, employee service and product assortments. The findings of this study revealed a positive relationship between store image attributes and store loyalty behaviour. Analysis of the demographic variables indicated that there is no significant difference among the age groups, genders and income levels for store loyalty behaviour. There are however, some significant differences in store loyalty behaviour among respondents who are married and those with higher education, suggesting that store managers should focus on the needs of these groups.  

scholarly journals PSYCHOLOGICAL EMPOWERMENT AND ITS RELATIONSHIP WITH DECISION-MAKING STYLES AMONG AL-AZHAR TEACHERS

2020 ◽  
Vol 8 (2) ◽  
pp. 102-111
Author(s):  
Mohamed Sayed Mohamed Abdellatif
Keyword(s):  
Decision Making ◽  
University Students ◽  
Positive Relationship ◽  
Psychological Empowerment ◽  
Correlation Coefficients ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference ◽  
Decision Making Styles ◽  
The Relationship

Purpose: The research aimed to identify the relationship between psychological empowerment and decision-making Styles among Al-Azhar teachers. The research also aimed to identify the differences in teachers' levels on the (psychological empowerment and decision-making styles) scale according to the variable (gender). Methodology: The research sample consisted of (556) male and female teachers in Al-Azhar. The research tools included a psychological empowerment scale and decision-making styles scale. The researcher used descriptive methods. To process the results and validate the hypotheses, the researcher used the correlation coefficients and t-test. Main Findings: The results show that there is a positive relationship between psychological empowerment and decision-making styles. There is a negative correlation between the dimensions of psychological empowerment and decision-making styles. The results indicated a statistically significant difference in psychological empowerment due to gender in favor of males. Lastly, there is no statistically significant difference due to gender in the (intuitive) style. Implication: Psychological empowerment should be utilized to raise the decision-making styles of university students. Novelty: This is a first attempt to explore the psychological empowerment of the decision-making styles of university students in Egypt which may be further explored to enrich the students’ understanding.

Sign in / Sign up

Export Citation Format

Share Document