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Understanding Student Self-Disclosure Typology Through Blogging, Vernon B. Harper, Erika J. Harper
Understanding Student Self-Disclosure Typology Through Blogging, Vernon B. Harper, Erika J. Harper
The Qualitative Report
Significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. Blogging is an increasingly popular web tool that can potentially aid educators by encouraging student self-disclosure. Both content analysis and focus groups were used to assess whether student self-disclosure reveals in descriptive, topical, and evaluative categories. The results indicate that blogging encourages student self-disclosure, and the implications of these findings are also discussed.
Clarifying The Role Of Self-Efficacy And Metacognition As Indicators Of Learning: Construct Development And Test, Trevor T. Moores, Jerry Cha-Jan Chang, Deborah K. Smith
Clarifying The Role Of Self-Efficacy And Metacognition As Indicators Of Learning: Construct Development And Test, Trevor T. Moores, Jerry Cha-Jan Chang, Deborah K. Smith
Management, Entrepreneurship and Technology Faculty Publications
We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of one's thought processes and is often related, as is self-efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to one's performance on a test covering declarative and procedural knowledge (knowing that, and knowing how) of DFDs and ERDs. With data collected from a sample of 124 students, we use partial least squares (PLS) to show that self-efficacy and metacognition are distinct yet related constructs. While self-efficacy …
Students’ Race And Participation In Classroom Discussion In Introductory Sociology: A Preliminary Investigation, Jay R. Howard, Aimee Zoeller, Yale Pratt
Students’ Race And Participation In Classroom Discussion In Introductory Sociology: A Preliminary Investigation, Jay R. Howard, Aimee Zoeller, Yale Pratt
Scholarship and Professional Work - LAS
This study utilizes observation, survey and interview methodologies to investigate the impact of student race on participation in discussion in introductory sociology courses at a large Midwestern US university with a minority enrollment of approximately 15 percent. While results are mixed there is some evidence that white students participated at a higher rate than minority students. However, in certain circumstances (e.g., discussion of racism), minority students became the “experts” during particular class sessions and participated at a greater rate than did white students. Key Words: Discussion, College Students, Race, Learning, Interaction