Help seeking in online collaborative groupwork: a multilevel analysis

Abstract

This study examined predictive models for students' help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was positively related to group role identity and handling groupwork challenges. In addition, full-time and older students were less likely to seek help in online groupwork. Meanwhile, help seeking was negatively related to the number of previous online courses taken. At the group level, 'peer-oriented reasons' was a statistically significant predictor for help seeking. The major results were discussed in relation to the previous research findings in this area, and in the general context of online collaborative groupwork in e-learning. a Responses were 1 (strongly disagree), 2 (disagree), 3 (agree) and 4 (strongly agree). b Responses were 1 (strongly disagree), 2 (disagree), 3 (neither agree nor agree), 4 (agree) and 5 (strongly agree). c Responses were 1 (don't like it at all), 2 (don't like it some), 3 (neither like it nor dislike it), 4 (like it some) and 5 (like it very much). d Responses were 1 (very boring), 2 (boring), 3 (neither boring nor interesting), 4 (interesting) and 5 (very interesting). e Responses were 1 (never), 2 (rarely), 3 (sometimes), 4 (often) and 5 (routinely). f Responses ranged from 1 (not at all true of me) to 7 (very true of me). 326J. Du et al. Downloaded by [Stockholm University Library] at 16:17 23 August 2015

African American Child and Adolescent Academic Help-Seeking: A Scoping Review

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Understanding library users’ preferences and expectations of online help

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“…Reflective dialogues and collaborative working with others enrich the sense of self-learning. Gaining multiple perspectives on, filtering and internalizing large amounts of knowledge to shape their perspectives requires learners to be aware of changes in the strategies and construction of knowledge (Du, Xu and Fan, 2015). Keeling's study (2009) stressed that learning is a dynamic process and leads to renewal in higher education.…”

“…The adoption of open education in different educational systems raises questions about the cultural impact on the expectations and needs of learners and the possibilities for the success of open education both today and in the future. Although digitization offers both promises and perils, such as usability and financial cost, open education has already been accepted as an entrepreneurship strategy, in higher education practice, which is innovative in providing learners with access and multiple perspectives that ensure meaningful learning (Du, Xu and Fan, 2015;Gazi, 2011). Furthermore, open education offers the potential for academic collaboration through experiential and individual learning patterns that are significant for learners in constructing their own knowledge based on cooperation, negotiation and reflection.…”