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“Se volete dei consigli, chiedeteceli!” Presenza Cognitiva e Sociale nell’interazione on line di una comunità di ricerca a scuola
No full textPsicologia dell'Educazione
No full textMaria Beatrice Ligorio, Stefano Cacciamani
Psicologia dell’educazione
ISBN: 9780465010219 Carocci editore | 2013 | 343 pagin
Sense of community and peer feedback in a blended University Course
No full textThe Sense of Community, as an important construct that supports students’ par-
ticipation and deep learning, has two dimensions: Social Community and Learning
Community. Peer feedback is an instructional strategy employed in higher education
to encourage students to assume an active role in their learning activity. The present
study investigates the association between the Sense of Community and peer feed-
back activity in a blended university course designed according to the Progressive
Design Method. This method was developed using the Knowledge Building model
and incorporates peer feedback on project activities. For 30 university students
of a blended course the Sense of Community was measured with the Classroom
Community Scale and messages concerning the peer feedback activity in the online
environment were detected and analyzed through a content analysis. Then, with
a correlational research design the association between the Sense of Community
and peer feedback activity was investigated. Results show a statistically significant
relationship between both students’ participation in online activities and the peer
feedback activity with the Learning dimension of the Sense of Community. A posi-
tive relationship was found between the Learning dimension of the Sense of Com-
munity and the number of feedback messages that explained the positive aspects of
the project. Also, the results demonstrate a positive relationship between the Social
dimension of the Sense of Community and the number of feedback messages that
offered proposals for improvement. This study and its results help to design blended
university courses that promote an active role for the students and improve their
Sense of Communit
Development of a scale of Sense of Community in university online courses
No full textCreating a sense of community in online classes contributes to student retention and to their overall satisfaction with the course
itself. This study aimed to develop a scale of sense of community of students attending online university courses. A series of ordinal
exploratory factor analyses were conducted on data obtained from 839 students enrolled in Italian universities. Using an item analysis
method, we were able to select the 36 most valid items from an original set of 60 items we had previously defined. These items are
distributed across three related factors measuring membership, influence, and fulfillment of needs. This factorial structure replicates
the McMillan and Chavis’s model of sense of community, upon the basis of which this scale was developed. The three
factors presented good ordinal alpha and adequate convergent/divergent validity coefficients. The scale represents an efficient
tool for the design, monitoring, and evaluation of online courses
The Classroom Community Scale in face-to-face university context: Factorial structure and convergent/divergent validity
Full text linkThe Sense of Community (SC) in the university context relates to academic achievement, social par-ticipation, and well-being. One of the most common tools to measure student SC in the university context is the Classroom Community Scale (CCS), consisting of two subscales: Connectedness and Learning. This 2-factor structure has not been confirmed in face-to-face courses yet. The present investigation was aimed to verify its factorial structure and convergent/divergent validity in face-to-face university courses. The original 2-factor structure was partially confirmed via the explorative structural equation model with the data collected from 420 university students. The two resulting factors had internal consistency. More-over, they showed good convergent/divergent validity in relation to a different scale of SC and a scale of perceived social support ‒‒ a construct similar to, but distinct from, SC ‒‒ investigated in a group of 175 students. The CCS is an efficient tool for designing, monitoring, and evaluating face-to-face university courses
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses
No full textUnderstanding how to foster knowledge building in online and blended learning environments is a key for computer-supported collaborative learning research. Knowledge building is a deeply constructivist pedagogy and kind of inquiry learning focused on theory building. A strong indicator of engagement in knowledge building activity is the socio-cognitive dynamic of epistemic agency, in which students exercise a higher level of agency for setting forth their ideas and negotiating fit with those of others rather than relying on their teacher. The purpose of this paper is to investigate the influence of (a) levels of participation, (b) facilitator styles and (c) metacognitive reflection on knowledge building in two blended, postsecondary education contexts. A study of a total of 67 undergraduate students suggest that high levels of participation, a supportive facilitator style, and ample opportunities for metacognitive reflection on the students' own participation strategies are most conducive for fostering epistemic agency for knowledge building. Implications of these results for research and instructional design of online courses are discussed. (C) 2011 Elsevier Ltd. All rights reserved
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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