Written computer-mediated requests for help by French-speaking students: An analysis of their forms and functions

Puustinen, Minna; Bernicot, Josie; Bert-Erboul, Alain

doi:10.1016/j.learninstruc.2010.07.005

Cited by 34 publications

(28 citation statements)

References 18 publications

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“…These advantages featured in the interviews where both students and teachers mentioned how resources are networked together especially when it comes to collaboration and communication. Puustinen et al (2011) reflects on this view by stating that, obtaining help among students when doing home works or reading is simple and possible for anyone equipped with technology. There are numerous online groups, forums, blogs, etc.…”

Section: Resultsmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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Learning from anywhere anytime is a contemporary phenomenon in the field of education that is thought to be flexible, time and cost saving. The phenomenon is evident in the way computer technology mediates knowledge processes among learners. Computer technology is however, in some instances, faulted. There are studies that highlight drawbacks of computer technology use in learning. In this study we aimed at conducting a SWOT analysis on ubiquitous computing and computer-mediated social interaction and their affect on education. Students and teachers were interviewed on the mentioned concepts using focus group interviews. Our contribution in this study is, identifying what teachers and students perceive to be the strength, weaknesses, opportunities and threats of ubiquitous computing and computer-mediated social interaction in education. We also relate the findings with literature and present a common understanding on the SWOT of these concepts.Results show positive perceptions. Respondents revealed that ubiquitous computing and computer-mediated social interaction are important in their education due to advantages such as flexibility, efficiency in terms of cost and time, ability to acquire computer skills. Nevertheless disadvantages where also mentioned for example health effects, privacy and security issues, noise in the learning environment, to mention but a few. This paper gives suggestions on how to overcome threats mentioned. Keywords: Ubiquitous Computing, Education, SWOT, Computer-mediated social interaction INTRODUCTIONThe term "ubiquitous computing" was first coined by Mark Weiser of Xerox PARC in 1988 who wrote, "The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it" (Wesier, 1991). Weiser's visionary reflections of such technologies and those of others were later believed to have transformed the way we interact and go about our daily lives. Practically, today we live surrounded by "ubiquitous" technology which is "invisible" to us. Like Weiser, a similar dream was envisioned by Turing, the father of Artificial Intelligence (AI) when he noted that: "What I would very much like to do is to educate a computer, partly by direct training, partly by letting it find out things for itself. We don't know how to do this yet, but I believe that it will be achieved in the very near future" (Feigenbaum, 1996 p.102). What is evident today is that we do not find out "things" by ourselves but the computers do that for us. Our intellect is influenced by technology which makes our operations ubiquitous.

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Section: Resultsmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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“…Ils souhaitent recevoir la réponse toute faite ou des directives tellement précises que la solution au problème devient évidente (Butler, 2006;Nelson-Le Gall et Glor-Scheib, 1985;Roll et al, 2011). D'autres types de demandes d'aide non autorégulées ont été relevées lors de recherches récentes qui ont porté sur les enfants dans un contexte de classe et sur les messages envoyés par des adolescents dans un forum en ligne Puustinen, Bernicot et Bert-Erboul, 2011). Tout d'abord, la demande de confirmation reflèterait le manque de confiance en soi de l'apprenant, qui souhaite vérifier auprès de l' expert que sa réponse est la bonne (« J'ai utilisé le masque des diapositives, est-ce que c'est correct?…”

Section: Types De Demandes D'aideunclassified

État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

Fatoux

Mottet

Rouissi

2018

Formation-profession

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“…Puustinen et al, 2004). In addition, unlike most self-regulated learning strategies, help seeking takes place within a situation of social interaction requiring the use of social strategies (Karabenick & Newman, 2009Puustinen & Bernicot, 2013;Puustinen et al, 2011). Without the involvement of the helper, the help-seeking process cannot succeed.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…In terms of Loncar, Barrett, and Liu (2014, p. 102), "if instructional intervention in forum and AOD 2 is important, as the dominant paradigm assumes, then knowing more about students help-seeking behaviors is essential." In particular, we sought to apply to the analysis of help-seeking exchanges the binary theoretical framework introduced by Puustinen, Bernicot, and Bert-Erboul (2011). These authors analyzed secondary school students' spontaneously occurring computer-mediated help seeking using both a self-regulated learning and a communication pragmatics framework.…”

Section: Introductionmentioning

confidence: 99%