Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study

This study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.

Forecasting Decisons in Conflicts: Analogy, Game Theory, Unaided Judgement, and Simulation Compared

<p>There has been surprisingly little research on how best to predict decisions in conflicts. Managers commonly use their unaided judgement for the task. Game theory and a disciplined use of analogies have been recommended. When tested, experts using their unaided judgement and game theorists performed no better than chance. Experts using structured analogies performed better than chance, but the most accurate forecasts were provided by simulated interaction using student role players. Twenty-one game theorists made 98 forecasts for eight diverse conflicts. Forty-one experts in conflicts made 60 solo forecasts using structured analogies and 96 solo forecasts using unaided judgement (a further seven provided collaborative forecasts only) while 492 participants made 105 forecasts in simulated interactions. Overall, one-in-three forecasts by game theorists and by experts who did not use a formal method were correct. Forecasters who used structured analogies were correct for 45 percent and forecasts from simulated interactions were correct for 62 percent of forecasts. Analysis using alternative measures of accuracy does not affect the findings. Neither expertise nor collaboration appear to affect accuracy. The findings are at odds with the opinions of experts, who expected experts to be more accurate than students regardless of the method used.</p>

Forecasting Decisons in Conflicts: Analogy, Game Theory, Unaided Judgement, and Simulation Compared

<p>There has been surprisingly little research on how best to predict decisions in conflicts. Managers commonly use their unaided judgement for the task. Game theory and a disciplined use of analogies have been recommended. When tested, experts using their unaided judgement and game theorists performed no better than chance. Experts using structured analogies performed better than chance, but the most accurate forecasts were provided by simulated interaction using student role players. Twenty-one game theorists made 98 forecasts for eight diverse conflicts. Forty-one experts in conflicts made 60 solo forecasts using structured analogies and 96 solo forecasts using unaided judgement (a further seven provided collaborative forecasts only) while 492 participants made 105 forecasts in simulated interactions. Overall, one-in-three forecasts by game theorists and by experts who did not use a formal method were correct. Forecasters who used structured analogies were correct for 45 percent and forecasts from simulated interactions were correct for 62 percent of forecasts. Analysis using alternative measures of accuracy does not affect the findings. Neither expertise nor collaboration appear to affect accuracy. The findings are at odds with the opinions of experts, who expected experts to be more accurate than students regardless of the method used.</p>

Leveraging critical friendship to navigate doctoral student role transitions

Purpose The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study. Design/methodology/approach The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes. Findings The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional. Originality/value While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

Living with Uncertainty in Times of Pandemic: The View of Working Students in Higher Education

Today we live in times of real uncertainty. All of us, young, old, adults or children, experience new ways of facing daily challenges. The education and health sectors are naturally the most affected and deserve to be assessed for the impacts of this pandemic. This chapter aims to focus its analysis on a specific group of students in higher education: working students. In fact, this population group has a distinct profile from “regular” students in higher education. Typically, the student role is not the predominant one in their lives, competing with their roles as active workers and as heads of their families. Choosing a quantitative scientific methodology, about a hundred working student were the target of a survey exploring not only their greatest anxieties and fears, but also the ways they choose to deal with it, namely their exposure to media coverage of the COVID-19. It is expected that the results will contribute to a critical reflection on the challenges that this pandemic poses to us, identifying clues to better manage and overcome them.

Causes and remedies for secondary school dropout in Palestine

This study was conducted to assess the experience and causes of school dropout among public secondary (high) schools in Palestine, and to explore processes to combat this. We identify the factors and illustrate a conceptual model for student dropout from school. This involves diverse factors including family background, teachers, school’s environment, student role. This paper recommends that policies to prevent early school leaving require multi-perspectival targeting, involving individual, school, community and family. Among actions which would reduce dropout, we identify plans for eliminating illiteracy, developing a good interpersonal relationship with students, and strengthening community participation in educational programmes.

Racial Battle Fatigue: The Experiences of Black/African American, Biracial Black, and Multiracial Black Identified Graduate Students

Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

Detecting Problems of Coexistence

Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.