Naturally occurring help-seeking exchanges on a homework help forum

Puustinen, Minna; Bernicot, Josie; Volckaert-Legrier, Olga; Baker, Michael

doi:10.1016/j.compedu.2014.09.010

Cited by 19 publications

(21 citation statements)

References 31 publications

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“…The second method to determine the optimal dimensionality is computing the energy in the matrix [9]. Although we cannot predict the exact value of the optimal dimensionality, we assume that reduction increases the efficiency of LSA to discard negative and self-disclosing feedback (2). This second hypothesis will be examined in the next section.…”

Section: B Determining Optimal Dimensionalitymentioning

confidence: 98%

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Evaluating LSA sensibility to disclosure in learners' interactions

Selmi

Hage

Aïmeur

2015

2015 10th International Conference on Intelligent Systems: Theories and Applications (SITA)

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Social technologies have been effectively applied in distant learning platforms to engage students in social interaction and active learning. Students' interaction is viewed as a process through which learners demonstrate their expertise and a transfer of assistance to their peers. Within this context, students may ask for peers' feedback when they encounter problems that they cannot solve themselves. In response to his request, a learner may receive a huge volume of peers' feedback which is not usually all positive, relevant and favourable to his learning. Discarding negative feedback (bullying, demeaning and those making an individual vulnerable by self-disclosing personal data) aligns to the first principle of e-learning environment which is to ensure for the learners to interact and collaborate free from fear in a safe e-learning environment. Scrutinizing the learners' natural language interactions requires the use of artificial intelligence techniques, namely Latent semantic Analysis (LSA). In this work, we analyse LSA's sensibility to the quality of peers' text-based interactions and its ability to discard negative and self-disclosing feedback. To do that, we built different LSA models by varying the approach parameters. We theorize that there would be positive correlations between LSA measures derived from the latent semantic space and human judges' rating. Regression analysis shows that once the LSA parameters that better represent the human judgments of feedback relevance and disclosure have been considered, LSA reliably predicts the human scores (r=.64, p<.001).

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Section: B Determining Optimal Dimensionalitymentioning

confidence: 98%

“…Observing learners' behaviour in social learning environments offers the potential for new insights into both how they learn and how they transfer their knowledge. However, this could only be realized if we can make sense of the interaction data and text produced by the students [2].…”

Section: Introductionmentioning

confidence: 99%

Evaluating LSA sensibility to disclosure in learners' interactions

Selmi

Hage

Aïmeur

2015

2015 10th International Conference on Intelligent Systems: Theories and Applications (SITA)

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“…Help-seeking, in general, has been recognized as a challenging self-regulation endeavor as it requires several steps (Aleven et al., 2006; Newman, 2008; Puustinen et al., 2015). A student must recognize that she has a problem, determine whether external help is necessary, decide to seek that help, find the correct type of help as well as the appropriate helper, ask for the needed help, receive the help, and then finally process the help to solve the original problem (Puustinen et al., 2015). With the help of technology, the options for where help can be sought have expanded, as the Internet provides access to resources that are available at any time.…”

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confidence: 99%

A good sine? Seeking math help using crowdsourced online discussion boards

Kim

Thacker

2019

E-Learning and Digital Media

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We examined asynchronous online discussion boards, specifically those that are unmediated by teacher figures, to identify characteristics of these spaces that support or constrain students as they seek help in mathematics. We analyzed 86 questions and 114 associated responses posted to two Khan Academy discussion boards centered around two related trigonometry lessons. The platform created a space where students could ask a variety of questions ranging from those requesting math definitions and explanations of math procedures to justifications for why formulas are true. However, crowdsourced replies to questions were delayed, sometimes taking more than one year for a reply to be posted; content of student replies did not always match the content of the questions posed; and the quality of the replies varied considerably, some replies were helpful or resourceful while others were incorrect or vague. These challenges seemed connected to the unmediated nature of this type of asynchronous online discussion board. We argue that this online learning environment demands additional self-regulated learning strategies such as awareness of one’s needs and the timeframe in which they must be met. We also discuss implications for research and practice.

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“…Literature review and theoretical framework While ample research exists investigating help-seeking behavior (HSB) in education, the majority is quantitative in nature and focused at the K-12 level [17][18][19][20][21][22][23][24] with fewer examples at the college level 4,5,16,25 . Very little research examining HSB has targeted engineering majors.…”

Section: Introductionmentioning

confidence: 99%

Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students

Herring¹,

Walther²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Chris is currently a PhD student in the College of Engineering at the University of Georgia. Chris' dissertation work is in the area of engineering education specifically investigating academic help-seeking behavior in undergraduate engineering students. Chris is also interested in energy transformation systems and is investigating acoustic to electrical conversion. After completing his PhD, Chris plans to teach in an engineering program and continue work in engineering education. Prior to entering UGA, Chris worked in education as a business manager, an IT adviser, and special topics instructor in a local high school. He also volunteered as a SAT math instructor, a science and math tutor, and a robotics team coach. Chris worked for various corporations for over 20 years in microprocessor architecture, error correcting codes, and system architecture. Chris holds 21 patents, participated in many industry standard specification groups including PCI and SDRAM, presented at many conferences and proceedings including Comdex, CeBIT, CES, US Patent Office, IEEE Micro, and others. Chris has a bachelor's (with highest honors) and master's degree in electrical engineering from Georgia Tech. Chris is married and has two sons. When he needs down time, Chris likes games of all types, hiking, sport shooting, and other outdoor activities. Chris also plays french horn in the local community band. Dr. Joachim Walther, University of GeorgiaDr. Joachim Walther is an associate professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students' professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia.c American Society for Engineering Education, 2016 Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering students AbstractContemporary research investigating academic help-seeking behavior (HSB) is predominantly K-12 in focus. Few studies have examined HSB within an undergraduate engineering context. Primary efforts are quantitative which, due to typical engineering demographics, limits the voice of minority constituents. The purpose of this research is to develop a rich, empirical understanding of engineering students' lived experiences of HSB ensuring the perspective of underrepresented groups. Self-efficacy (SE) and self-theory of intelligence (STOI) were examined as inputs into HSB.This qualitative research is based on interviews of students' perceptio...

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Naturally occurring help-seeking exchanges on a homework help forum

Cited by 19 publications

References 31 publications

Evaluating LSA sensibility to disclosure in learners' interactions

Evaluating LSA sensibility to disclosure in learners' interactions

A good sine? Seeking math help using crowdsourced online discussion boards

Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students

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