DETERMINING LEARNERS’ EXPECTATIONS FOR HELP-SEEKİNG DASHBOARDS DESIGN IN THE CONTEXT OF ONLINE LEARNING ENVIRONMENTS

Yıl 2024, , 1 - 26, 24.01.2024

Cennet Terzi , Halil Yurdugül

https://doi.org/10.17943/etku.1256027

Öz

ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA YARDIM ARAMA PANELİ TASARIMINA YÖNELİK ÖĞRENEN BEKLENTİLERİNİN BELİRLENMESİ

Öz

Yardım arama öğrenen ihtiyaçlarına göre şekillenen ve öğrenen tarafından başlatılan çabaya dayanan bir öğrenme stratejisidir. Bu çalışma öğrenenlerin çevrimiçi öğrenme ortamlarında yardım arama paneli tasarımında yer almasını bekledikleri bilgi bileşenlerini keşfetmeyi, bu bileşenlerin bir arada sunulabileceği bir sistem tasarımının nasıl olması gerektiğini ve buna uygun tasarım ilkelerini ortaya koymayı amaçlayan bir durum çalışmasıdır. Çalışma, yardıma ihtiyacı olduğu tespit edilen öğrenenlere yardım sağlayabilecek bir yardım arama panelinin tasarlanması şeklindeki kapsayıcı bir hedefe yönelik keşfedici bir başlangıcı amaçlamaktadır. Çalışmanın veri toplama süreci odak grup görüşmeleri ile yürütülmüş ve bu görüşmeler yarı yapılandırılmış görüşme formu kullanılarak gerçekleştirilmiştir. Veriler içerik analiz yöntemi kullanılarak analiz edilmiştir. Öğrenenler öğrenme eksikliklerini gidermek, öğrenme hedeflerine ulaşmak, sistemsel bir problemi çözmek ve öğrenmeyi derinleştirmek için yardım aradıklarını belirtmiştir. Sonuç olarak öğrenenler çevrimiçi öğrenme ortamlarında bir yardım arama paneli bağlamında öğrenme eksikliklerinin tespit edilmesini, bu tespitin gerekçelendirilmesini, uygun ve farklı yardım olanaklarının tasarlanmasını ve yardımın isteğe bağlı olarak sunulmasını beklemektedir.

Anahtar Kelimeler

yardım arama paneli tasarımı, öğrenen beklentileri, üniversite öğrencileri, çevrimiçi öğrenme ortamları

Kaynakça

• Aamer, A. N. E. S., & Farrag, S. (2023). Developing and Testing Psychometric Properties of “readiness for e-learning scale” among a Sample of Egyptian University Students. American Journal of Educational Research, 11(3), 116-124. https://doi.org/10.17706/ijeeee.2016.6.4.193-207
• Alavi, H. S. (2011). Ambient awareness for the orchestration of collaborative problem solving. (Yayınlanmamış doktora tezi), École Polytechnique Fédérale de Lausanne, À La Faculté Informatıque Et Communıcatıons, Lausanne.
• Aleven, V., & Koedinger, K. R. (2001). Investigations into help seeking and learning with a Cognitive Tutor. In R. Luckin (Ed.), In Papers of the AIED-2001 Workshop on Help Provision and Help Seeking in Interactive Learning Environments. https://users.sussex.ac.uk/~bend/aied2001/aleven.pdf
• Aleven, V., McLaren, B. M., & Koedinger, K. R. (2006a). Towards computer-based tutoring of help-seeking skills. In S. Karabenick & R. Newman (Eds.), Help-seeking in Academic Settings: Goals, Groups, and Contexts (pp. 259–296). Mahwah: Erlbaum.
• Aleven, V., McLaren, B. M., Roll, I., & Koedinger, K. R. (2006b). Toward meta-cognitive tutoring: A model of help-seeking with a cognitive tutor. International Journal of Artificial Intelligence in Education, 16, 101–128.
• Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2010). Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist, 45(4), 224-233. https://doi.org/10.1080/00461520.2010.517740
• Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2016). Help helps, but only so much: Research on help seekinghelp-seeking with intelligent tutoring systems. International Journal of Artificial Intelligence in Education, 26, 205-223. https://doi.org/10.1007/s40593-015-0089-1
• Aleven, V., Stahl, E., Schworm, S., Fischer, F., & Wallace, R. (2003). Help seeking and help design interactive learning environments. Review of educational research, 73(3), 277-320. https://doi.org/10.3102/00346543073003277
• Ames, R., & Lau, S. (1982). An attributional analysis of student help-seeking in academic settings. Journal of Educational Psychology, 74(3), 414-423. https://doi.org/10.1037/0022-0663.74.3.414
• Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O. & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12(1), 1-6. Elsevier Ltd. Retrieved February 6, 2023, from https://www.learntechlib.org/p/105502/.
• Barrot, J.S., Llenares, I.I. & del Rosario, L.S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
• Bellhäuser, H., Dignath, C., and Theobald, M. (2023). Daily automated feedback enhances self-regulated learning: a longitudinal randomized field experiment. Frontiers in Psychology, 14, 1-18. https://doi.org/10.3389/fpsyg.2023.1125873
• Borges, F. (2007). The virtual environment student. An initial approximation. In: Federico Borges (coord.). The virtual environment student [online dossier]. Digithum. Iss. 9. UOC. ISSN 1575-2275
• Bozkurt, A. (2023). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1). Retrieved from http://www.asianjde.com/ojs/index.php/AsianJDE/article/view/718
• Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National academy press.
• Broadbent, J., & Howe, W. D. (2023). Help-seeking matters for online learners who are unconfident. Distance Education, 44(1), 106-119. https://doi.org/10.1080/01587919.2022.2155616 Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245
• Chao, P.-Y., Lai, K. R., Liu, C.-C., & Lin, H.-M. (2018). Strengthening Social Networks in Online Discussion Forums to Facilitate Help Seeking for Solving Problems. Journal of Educational Technology & Society, 21(4), 39–50. http://www.jstor.org/stable/26511536
• Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). University students' online academic help seekinghelp-seekinghelp seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70-77. https://doi.org/10.1016/j.iheduc.2012.02.002
• Chou, C. Y., & Chang, C. H. (2021). Developing adaptive help-seeking regulation mechanisms for different help-seeking tendencies. Educational Technology & Society, 24(4), 54-66. https://www.jstor.org/stable/48629244
• Chou, C. Y., & Zou, N. B. (2020). An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. International Journal of Educational Technology in Higher Education, 17(1), 1-27. https://doi.org/10.1186/s41239-020-00233-y
• Chou, C. Y., Lai, K. R., Chao, P. Y., Tseng, S. F., & Liao, T. Y. (2018). A negotiation-based adaptive learning system for regulating help-seeking behaviours. Computers & Education, 126, 115-128. https://doi.org/10.1016/j.compedu.2018.07.010
• Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
• Cross, S., Waters, Z., Kitto, K., & Zuccon, G. (2017). Classifying Help SeekingHelp-seekingHelp seeking Behaviour in Online Communities. Seventh International Learning Analytics & Knowledge Conference (Lak'17), 419-423. https://doi.org/10.1145/3027385.3027442
• Dawson, S. (2023). Unobtrusively Measuring Learning Processes: Where Are We Now?. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (Eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_7
• Evenhouse, D., Kandakatla, R., Berger, E., Rhoads, J. F., & DeBoer, J. (2020). Motivators and barriers in undergraduate mechanical engineering students’ use of learning resources. European Journal of Engineering Education, 45(6), 879-899. https://doi.org/10.1080/03043797.2020.1736990 Fan, Y. H., & Lin, T. J. (2023). Identifying university students' online academic help-seeking patterns and their role in internet self-efficacy. The Internet and Higher Education, Article 100893. https://doi.org/10.1016/j.iheduc.2022.100893
• Gašević, D., Dawson, S., & Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64–71. https://doi.org/10.1007/s11528-014-0822-x
• Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, T. C. (2019). Help seeking Help-seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1-2), 147-166. https://doi.org/10.1080/13598139.2018.1535244
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
• Herring, Christopher and Joachim Walther. “Academic Help-Seeking as a Stand-Alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students.” In 2016 ASEE Annual Conference & Exposition Proceedings (2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana: ASEE Conferences, 2016), 26490. https://doi.org/10.18260/p.26490
• Hirt, C. N., Karlena, Y., Suter, F., & Merki, K. M. (2020). Types of Social Help-Seeking Strategies in Different and across Specific Task Stages of a Real, Challenging Long-Term Task and Their Role in Academic Achievement. Frontline Learning Research, 8(4), 74-111. https://doi.org/74-111. 10.14786/flr.v8i4.627
• Hsieh, H., & Shannon, E.S. (2005). Three Approaches to qualitative content analysis. Qualıtatıve Health Research, 15(9), pp.1277-1288. https://doi.org/10.1186/s41239-018-0100-7
• Huang, K., & Law, V. (2022). Help Seeking from Peers in an Online Class: Roles of Students’ Help-seeking Profiles and Epistemic Beliefs. Educational Technology & Society, 25 (3), 1-14. https://www.jstor.org/stable/48673720
• Huet, N., Moták, L., & Sakdavong, J. C. (2016). Motivation to seek help and help efficiency in students who failed in an initial task. Computers in Human Behavior, 63, 584-593. https://doi.org/10.1016/j.chb.2016.05.059
• Karabenick, S. A. (2001). Help-seeking in large college classes: Who, why, and from whom. In annual meeting of the American Educational Research Association, Seattle, WA.
• Karabenick, S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary Educational Psychology, 28(1), 37–58. https://doi.org/10.1016/S0361-476X(02)00012-7
• Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self‐regulated help seeking. New directions for teaching and learning, 2011(126), 33-43. https://doi.org/10.1002/tl.442
• Karabenick, S. A., & Gonida, E. N. (2018). Academic help seekinghelp-seekinghelp seeking as a self-regulated learning strategy: Current issues, future directions. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 421–433). Routledge/Taylor & Francis Group.
• Karabenick, S. A., & Sharma, R. (1994). Perceived teacher support of student questioning in the college classroom: Its relation to student characteristics and role in the classroom questioning process. Journal of Eeducational Ppsychology, 86(1), 90-103. https://doi.org/10.1037/0022-0663.86.1.90
• Karabenick, S. A., & Berger, J.-L. (2013). Help seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 237–261). IAP Information Age Publishing.
• King, E. C., Benson, M., Raysor, S., Holme, T. A., Sewall, J., Koedinger, K. R., Aleven, V., & Yaron, D. J. (2022). The Open-Response Chemistry Cognitive Assistance Tutor System: Development and Implementation. Journal of Chemical Education, 99(2), 546-552. https://doi.org/10.1021/acs.jchemed.1c00947
• Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education, 48(3), 383-395. https://doi.org/10.1016/j.compedu.2005.01.008
• Kizilcec, R. F., Perez-Sanagustin, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
• Kovanovic, V., Azevedo, R., Gibson, D.C., Ifenthaler, D. (2023a). Data for Unobtrusive Observations of Learning: From Trace Data to Multimodal Data. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (Eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_8
• Kovanovic, V., Azevedo, R., Gibson, D.C., Ifenthaler, D. (2023b). Unobtrusive Observations of Learning Processes. In: Kovanovic, V., Azevedo, R., Gibson, D.C., lfenthaler, D. (Eds) Unobtrusive Observations of Learning in Digital Environments. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-031-30992-2_1
• Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
• Liu, S., Gomez, J., Khan, B. & Yen, C.J. (2007). Toward a Learner-Oriented Community College Online Course Dropout Framework. International Journal on E-Learning, 6(4), 519-542. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 8, 2023 from https://www.learntechlib.org/primary/p/21789/.
• Ludwig, C., & Tassinari, M. G. (2023). Foreign language learner autonomy in online learning environments: the teachers’ perspectives. Innovation in Language Learning and Teaching, 17(2), 217-234. https://doi.org/10.1080/17501229.2021.2012476
• Martín-Arbós, S., Castarlenas, E., & Duenas, J. M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 44-60. https://doi.org/10.3390/su13084460
• Mayweg-Paus, E., Zimmermann, M., Le, NT, Pinkwart N. (2021). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies, 26, 2053–2089. https://doi.org/10.1007/s10639-020-10345-7
• Mercier, J., & Frederiksen, C. (2008). The structure of the help-seeking process in collaboratively using a computer coach in problem-based learning. Computers & Education, 51(1), 17-33. https://doi.org/10.1016/j.compedu.2007.03.004
• Muldner, K., Burleson, W., Van de Sande, B., & VanLehn, K. (2011). An analysis of students’ gaming behaviours in an intelligent tutoring system: Predictors and impacts. User modelling and user-adapted interaction, 21, 99-135. https://doi.org/10.1007/s11257-010-9086-0
• Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental review, 1(3), 224-246. https://doi.org/10.1016/0273-2297(81)90019-8
• Nelson-Le Gall, S. (1985). Chapter 2: Help-Seeking Behavior in Learning. Review of Research in Education, 12(1), 55–90. https://doi.org/10.3102/0091732X012001055
• Nelson-Le Gall, S., & Glor-Scheib, S. (1985). Help-seeking in elementary classrooms: An observational study. Contemporary Educational Psychology, 10(1), 58-71. https://doi.org/10.1016/0361-476X(85)90006-2
• Puustinen, M., & Rouet, J. F. (2009). Learning with new technologies: Help seekingHelp-seekingHelp seeking and information searching revisited. Computers & Education, 53(4), 1014-1019. https://doi.org/10.1016/j.compedu.2008.07.002
• Qayyum, A. (2018). Student help-seeking attitudes and behaviours in a digital era. International Journal of Educational Technology in Higher Education, 15, Article 17. https://doi.org/10.1186/s41239-018-0100-7
• Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and instruction, 12(5), 529-556. https://doi.org/10.1016/S0959-4752(01)00030-5
• Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive Tutor: Applied research in mathematics education. Psychonomic bulletin & review, 14, 249-255. https://doi.org/10.3758/BF03194060
• Roll, I., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). It is improving students’ help-seeking skills using metacognitive feedback in an intelligent tutoring system. Learning and instruction, 21(2), 267-280. https://doi.org/10.1016/j.learninstruc.2010.07.004
• Ryan, A. M., & Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and instruction, 21(2), 247-256. https://doi.org/10.1016/j.learninstruc.2010.07.003
• Ryan, A. M., Patrick, H., & Shim, S. O. (2005). Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom. Journal of educational psychology, 97(2), 275. https://doi.org/10.1037/0022-0663.97.2.275
• Schumacher, C., & Ifenthaler, D. (2021). Investigating prompts for supporting students’ self-regulation – A remaining challenge for learning analytics approaches? The Internet and higher education, 49. https://doi.org/10.1016/j.iheduc.2020.100791
• Shim, S. S., Rubenstein, L. D., & Drapeau, C. W. (2016). When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking help-seeking in middle school. Learning and Individual Differences, 45, 237-244. https://doi.org/10.1016/j.lindif.2015.12.016
• Smalley, R. T., & Hopkins, S. (2020). Social climate and help-seeking avoidance in secondary mathematics classes. The Australian Educational Researcher, 47(3), 445-476. https://doi.org/10.1007/s13384-020-00383-y
• Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212-218. https://doi.org/10.1016/j.cedpsych.2010.10.004
• Verstege, S., Zhang, Y., Wierenga, P., Paquette, L., & Diederen, J. (2023). Using Sequential Pattern Mining to Understand How Students Use Guidance While Doing Scientific Calculations. Technology, Knowledge and Learning, 1-24. https://doi.org/10.1007/s10758-023-09677-3
• White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modelling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118. https://doi.org/10.1207/s1532690xci1601_2
• White, M. C., & Bembenutty, H. (2013). Not all avoidance help seekers are created equal: Individual differences in adaptive and executive help seekinghelp-seeking. Sage Open, 3(2), 2158244013484916.
• White, M. C., & Bembenutty, H. (2013). Not All Avoidance Help Seekers Are Created Equal: Individual Differences in Adaptive and Executive Help Seeking. SAGE Open, 3(2). https://doi.org/10.1177/2158244013484916
• Willis, M. (2006). Building effective help systems. Proceedings of the 20th Conference of the Computer-Human Interaction Special Interest Group (CHISIG) of Australia on Computer-Human Interaction: Design: Activities, Artefacts and Environments - OZCHI’06. https://doi.org/doi:10.1145/1228175.1228266
• Wirtz, E., Dunford, A., Berger, E., Briody, E., Guruprasad, G. & Senkpeil, R. (2018). Resource usage and usefulness: academic help-seeking behaviours of undergraduate engineering students, Australasian Journal of Engineering Education, 23(2), 62-70, https://doi.org/doi: 10.1080/22054952.2018.1525889
• Wood, H., & Wood, D. (1999). Help seekingHelp-seeking, learning and contingent tutoring. Computers & Education, 33(2-3), 153-169. https://doi.org/10.1016/S0360-1315(99)00030-5
• Wu, C., DeBoer, J., Rhoads, J. F., & Berger, E. (2022). Use of worked‐example videos to support problem‐solving: An analysis of student behavior. Computer Applications in Engineering Education, 30(1), 195-221. https://doi.org/10.1002/cae.22451
• Wu, J. Y., & Nian, M. W. (2021). The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach. Computers & Education, 166, Article 104120. https://doi.org/ARTN10412010.1016/j.compedu.2020.104120
• Wu, S. J., Han, J., Sun, F. R., Wan, R. G., & Zhao, Y. Q. (2021). An integrated model for exploring college students' engagement and competence development in flipped learning using partial least squares path modeling. Interactive Learning Environments, 31(4), 2351-2370. https://doi.org/10.1080/10494820.2021.1881799
• Yang, F., & Stefaniak, J. (2023). A systematic review of studies exploring help-seeking strategies in online learning environments. Online Learning, 27(1), 107-126. https://doi.org/10.24059/olj.v27i1.3400
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
• Yin, R.K. (2018). Case study research and applications: Design and methods (6th Ed.). Thousand Oaks, CA: Sage.
• Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured ınterview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628. https://doi.org/10.3102/00028312023004614