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Applying Social Cognitive Theory
to Online LearningSloan ConferenceNovember 8, 2007
Glenda Gunter, Ph.D.Victoria Rath, M.A.
Introductions
Faculty Administrators Online Instructors Instructional Designers Public / Private Trainers
Student Success in Online Learning Lower retention; higher
withdrawal rates (42%) How do we mitigate this:
Social integrationSense of community
Student Success in Online Learning How do we mitigate this:
Immediacy behaviorsTeacher – StudentStudent – StudentStudent – ContentStudent - Technology
Social Cognitive Theory (Bandura, 1986) Learning through observation Self-Efficacy
Belief in ability Can be reinforced by others
Intrinsic and extrinsic motivation Outcome expectations
Traditional Teacher Immediacy “Teaching behaviors that
enhance closeness to and nonverbal interaction with another,” (Andersen, 1979; Mehrabian, 1981; LaRose & Whitten, 2000).
Traditional Teacher Immediacy (cont’d) Enthusiasm Eye contact Nodding Smiling Calling students by name
Online Teacher-Student Immediacy Emoticons Addressing students by name Relating to students Positive, specific feedback Responding to comments IM
Online Student-Student Immediacy Initial introductions Group projects / teamwork
Free online collaboration tools Yahoo! Messenger with IP telephony
Google DocsSlideshare
Online Student-Content Immediacy Relevance (ARCS) Immediate application of
learning Outcome expectancies / positive expectation (Bandura)
Online Student-Content Immediacy (cont’d) Self-regulation
AutonomyChoices in directionDiscovery learning
Rubrics
Online Student-Technology Immediacy Multimedia / digital media
Videos Camtasia (screen capture) Tutorials / Resources Provide direction to technical support
Teachers Discovering Computers (TDC) Online 14-week graduate level
course Inservice teachers Instructor led Text-based Video-enhancements
TDC (cont’d)
Wealth of Web resources Curriculum specific Immediately applicable Digital students need digital
teachers
TDC (cont’d)
43 inservice teachers began the course 20 elementary school teachers 12 middle school teachers 9 high school teachers 2 homebound / hospital; alternative education site
TDC (cont’d)
37 completed – 86% completion rate
24 completed the pretest / posttest 65% questionnaire return rate
TDC Pretest-Posttest Data 35 questions matched to the
NETS-T using a 5-Likert scale Computer attitude and anxiety Computer confidence Computer usefulness (integration)
Relevance
TDC Pretest-Posttest Data (cont’d) 5 Qualitative open-ended
questions Confidence Usefulness Integration skills Relevance
Overall Results
Mean NStd
DeviationStd. Error
Mean
Pair 1 Pretest 129.92 24 21.088 4.304
Posttest
150.63 24 14.237 2.906
Table 1: Paired Samples Statistics
Overall Results (cont’d)
Paired Differences
MeanStd.Dev.
Std. Error Mean
95% Confidence Interval of the
Difference
Lower Upper t df
Sig. (2-
tailed)
Pair 1:Pretest- Posttest
-20.71 15.87 3.24 -27.41 -14.0 -6.4 23 .000
Table 2: Paired Samples Test
Overall Results (cont’d) Greatest overall mean changes:
Lowered computer anxiety (.84)
Increased computer confidence (.72)
Overall Results (cont’d) Questions with the greatest
mean change: 30: I can identify and locate technology and digital media resources and evaluate them for accuracy and suitability. (1.17)
Overall Results (cont’d) Questions with the greatest
mean change: 14: I possess the skills, knowledge, and understanding of the concepts related to the national technology standards for PK-12 students. (1.08)
Overall Results (cont’d) Questions with the greatest
mean change: 23: I know how to apply technology and digital media to develop students’ higher-order skills and creativity. (1.04)
Overall Results (cont’d) Questions with the greatest
mean change: 11: I feel confused and frustrated when attempting to integrate technology and digital media in my curriculum. (1.04)
Qualitative Data
Responses analyzed using constructs of the Loyd/Gressard Computer Attitude Scale (Loyd & Gressard, 1984, 1985) and Keller’s ARCS Model for Motivation (1987)
Qualitative Data (cont’d) What words best describe your
experience in this course? Computer Confidence 4% ARCS 91%
Qualitative Data (cont’d) As a result of this course, how
has your understanding of the digital generation changed? Computer Confidence 30% Computer Usefulness 26% ARCS 30%
Qualitative Data (cont’d) As a result of this course, how
have your teaching strategies changed to address the needs of the digital generation? Computer Confidence 33% Computer Usefulness 62%
Qualitative Data (cont’d) As a result of this course, how
has your integration of technology into the curriculum changed? Computer Confidence 27% Computer Usefulness 64%
Qualitative Data (cont’d) What is the most important thing
you have learned in this class? Computer Confidence 39% Computer Usefulness 30% ARCS 30%
Immediacy and Cognition “Immediacy behaviors cause an
association of positive affect with the subject matter that in turn transfers to student behaviors, such as the time spent on a task, that determine cognitive outcomes.” Krathwohl, Bloom, & Masia, (1964)
Immediacy and Cognition (cont’d) “The expectation of rewarding
student-teacher interactions motivates student behavior and that enhances cognitive learning.”
LaRose & Whitten, 2000
Immediacy and Cognition (cont’d) Cognitive learning is impacted by
affective learning Students’ attitudes or beliefs about the subject
Facilitated by feelings of closeness and liking
TDC and Instructional Immediacy Teacher-student immediacy
Social incentivesSpecific praise Specific feedback on workSmiling (emoticons)
TDC and Instructional Immediacy (cont’d)
Addressing student by nameRelating to the students on a personal as well as professional level
TDC and Instructional Immediacy (cont’d) Student-student immediacy
Professional development model – school-based
Many students in the same school
Created their own blended communities
TDC and Instructional Immediacy (cont’d)
Created their own social network
Could work as a team on the final project
TDC and Instructional Immediacy (cont’d) Student-content immediacy
(outcome expectancy and ARCS) Immediately applicable to learning
Positive consequences for completing the task
TDC and Instructional Immediacy (cont’d)
Relevant Motivating Increased confidence Autonomy Self-regulated
TDC and Instructional Immediacy (cont’d) Student-technology immediacy
(outcome expectancy and ARCS) Support from instructor Wealth of resources Using new technologies Creating ‘meStories’TM
Summary
TDC was very successful Utilized many instructional
immediacy strategies Instructional immediacy in an
online course IS possible Positively impacts motivation
and learning
Summary (cont’d)
Designing content that is relevant
Many of the strategies used by good face to face instructors should also be used online
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Kember, D. (1989). A longitudinal-process model of drop-out from distance education. Journal of Higher Education, 60(3), 278-301.
LaRose, R. & Whitten, P. (2000). Re-thinking instructional immediacy for web courses: A social cognitive exploration. Communication Education, 49(4), 320-338. Retrieved January 27, 2007 from EBSCOHost.
Moskal, P. D., & Dziuban, C. D. (2001). Present and future directions for assessing cybereducation: The changing research paradigm. In L. R. Vandervert, L. V. Shavinina, & R. A. Cornell (eds.), Cybereducation: The future of long-distance learning (pp. 157-184). New York: Mary Ann Liebert
Stodel, E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners’ perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review of Research in Open and Distance Learning 7(3), 1-24.
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