Education and information technologies, Apr 13, 2024
Gender bias underlying discrimination against women are particularly salient in STEM higher educa... more Gender bias underlying discrimination against women are particularly salient in STEM higher education. Complementing top-down measures to mitigate these issues identified in the extant literature, we aim to highlight a complementary bottom-up approach. First, to elicit gender stereotypes and gender bias in STEM, we conducted a group concept mapping (GCM) study involving women professors, teaching staff, and scientific staff from different STEM disciplines at German universities (N = 70). We first asked them to provide statements reflecting their experience in response to the following focus prompt: 'In my career as a STEM teacher, I experienced gender issues related to:' Experts were then asked to thematically cluster and rank the statements according to their importance and feasibility with respect to a potential pedagogical intervention that may target these issues. Findings revealed an agreement across STEM disciplines regarding stereotypical beliefs about women, heteronomous gender roles, gender workload, sexism, and structural power relations, in that they remain significant factors for hindering female success in STEM careers in higher education. Based on their experience, however, the women saw potential in working on the awareness of gender bias with pedagogical interventions in online group learning scenarios (CSCL). Statements rated most appropriate were discussed in the light of the aspects of gender bias addressed, with a specific focus on addressing them in collaborative scripts.
Education and Information Technologies, Nov 8, 2023
Online distance learning presents unique psychosocial characteristics due to the inherent distanc... more Online distance learning presents unique psychosocial characteristics due to the inherent distance between learners. Social presence-the sense of being with othersis key to mitigating this distance. However, our understanding of social presence remains limited, despite its potential to reduce social isolation and cultivate a conducive social space in online education. A gap in our understanding relates to how social presence aligns with more general accounts of interpersonal representations under conditions of psychological distance, as presented in Construal Level Theory. We conducted a vignette-based experiment (N = 194) to examine how psychological distance in online learning affects the mental construal level of a hypothetical partner and, thus, social presence perceptions. Findings suggest that increased psychological distance leads to higher-level construals, resulting in a perception of conversation partners as nondescript and homogenous. Importantly, this affects social presence perceptions, with certain nuances. These findings can inform novel approaches to enhance social presence in online learning.
Distributed leadership (DL) and leader-member exchange (LMX) are highly relevant for fostering te... more Distributed leadership (DL) and leader-member exchange (LMX) are highly relevant for fostering teachers' innovative work behavior (IWB). Based on self-determination theory, we hypothesized that the satisfaction of the basic psychological needs (BPNS) for autonomy, competence, and relatedness plays a major role in mediating these relationships. To investigate this assumption, we executed a quantitative survey study among secondary education teachers involving a time-lag design with two points of measurement (N(T1) = 654 and N(T2) = 293). For hypothesis testing we employed structural equation modelling (SEM) and found support for most of our assumptions: DL (at T1) enhanced teachers' IWB (at T2) by fueling BPNS (at T1 and T2) (indirect effects: autonomy (T1/T2): β = .10/.09, p < .10/.
Social presence, which refers to the psychological phenomenon of perceiving other persons in tech... more Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as "real" and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence primarily to the physical attributes of communication media, others emphasize the importance of social contextual and individual factors. Despite considering these factors, they still cannot fully explain the varying degrees of social presence experienced across different communication and collaboration modes and modalities. Consequently, there is a need for a more comprehensive theoretical account on the antecedents of social presence. In this article we propose such an account that integrates the social information processing (SIP) theory, construal level theory (CLT), and telepresence theory into one social presence framework. In line with CLT, we propose that social presence is also influenced by the impressions (construals) we construct from other persons not only through the accumulation of messages over time but also through the psychological distance we feel to those persons, which may be imposed by features of the communication media or realities of the learning context. Further, in line with telepresence theory, we propose that social presence is influenced by the sense of being "present" in the remote physical or virtual place, as this is where other salient persons "are." This comprehensive theoretical framework allows us to understand varying degrees of social presence while in (pseudo) realtime and asynchronous communication and collaboration using a variety of different communication media ranging from text-based (e.g., e-mail, instant text messaging) to immersive (e.g., 3D computer generated; a physical remote place).
In this study, we introduce a model that captures and visualizes the dynamical process of individ... more In this study, we introduce a model that captures and visualizes the dynamical process of individual intention forming and the translation of this intention into actual behavior when learning in MOOCs. To validate the model and further our understanding of learning in MOOCs, we constructed a short survey based on this theoretically grounded intention-behavior dynamics model. This survey was sent to MOOC learners who at the time of their respective MOOCs indicated that we could contact them for further research purposes. The combination of open and closed questions referred to the most recent MOOC they took and was answered by 84 learners. The results revealed that most learners start a MOOC with a specific intention in mind, but that nearly one third of these learners reformulates this initial intention, once or more often, at some point due to barriers they encounter which hinder or prevent them from reaching their individual intentions. These barriers are mainly non-MOOC related, which may be valuable input for future research as well as guide the development of interventions for supporting learners to reach their personal learning intentions.
Social presence is an important concept for understanding psychosocial processes in learning scen... more Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a ...
A plethora of studies stress students’ self-regulated learning (SRL) skills to be conditional for... more A plethora of studies stress students’ self-regulated learning (SRL) skills to be conditional for successful learning in school and beyond. In general, self-regulated learners are actively engaged in constructing their own understanding also including the regulation of contextual features in the environment. Within the contextual features, the regulation of peer interaction is necessary, because college courses increasingly require peer learning. This goes along with the increasing interest for online learning settings, due in no small part to the recent COVID-19 pandemic. In the present study we explore how social presence (i.e., the degree to which the other person is perceived as physical “real”), social space (i.e., trust building between peers) and sociability (i.e., the degree to which the virtual learning environment supports social presence and social space) are essential elements in the regulation of online peer interaction. To shed light in this matter, higher education st...
The cultivation of interest is an important aim of education. When encountering new information, ... more The cultivation of interest is an important aim of education. When encountering new information, the learners’ situational interest is an essential step in the interest development process. Situational interest represents the learner’s heightened attentional focus toward task characteristics (triggered interest) and elevated positive feelings and values (maintained interest) toward the newly taught knowledge. A growth mindset, the belief that ability is malleable through effort and practice, has been shown to foster mastery goals, reduce perceived cognitive load, and improve learning performance, all of which are positive predictors of interest. The present randomized controlled experiment evaluated the effect of inducing a growth mindset on 10th graders’ (n = 138) situational interest in a novel physics topic on how sound travels. In comparison to the control group, the experimental group showed higher maintained interest on the feeling and value dimensions of situational interest,...
Van leraren wordt steeds meer verwacht dat ze onderzoek doen om (met elkaar) hun odnerwijs te ver... more Van leraren wordt steeds meer verwacht dat ze onderzoek doen om (met elkaar) hun odnerwijs te verbeteren. Vaak blijkt dat ze al aardig wat doen, maar zijn ze zich er alleen niet van bewust. De Open Universiteit maakte een quiz op basis van een enquete onder 2.806 leraren in het po, vo en mbo om hier verandering in te brengen. Doe de quiz en ontdek of onderzoek doen bij je past en of je misschien al (deels) onderzoekend bezig bent.
This presentations introduces results of a recent study that has been conducted based on data fro... more This presentations introduces results of a recent study that has been conducted based on data from five MOOCs across several providers.
Transformatief leiderschap beinvloedt het innovatieve gedrag en de professionalisering van werkne... more Transformatief leiderschap beinvloedt het innovatieve gedrag en de professionalisering van werknemers. In deze studie is nagegaan of dit ook geldt voor het inzetten van digitale leermaterialen (DLMs) door leraren In hun onderwijspraktijk. Eerder onderzoek naar het toepassen van DLMs heeft uitgewezen dat vooral self-efficacy, evenals houding en In mindere mate de ervaren subjectieve norm de intentie van leraren om DLMs te gebruiken beinvloeden. Om er zicht op te krijgen hoe het gebruik ven DLMs bevorderd kan worden, is nagegaan of schoolleider kenmerken, via ICT-beleid en professionaliseringactiviteiten, de kernvariabelen self-efficacy, houding en subjectieve norm beinvloedt. Deze kernvariabelen gelden als belangrijke voorspellers van gedrag. Uit de resultaten van de vragenlijst afgenomen bij 543 leraren uit het primair en voortgezet onderwijs en het middelbaar beroepsonderwijs bleken twee dimensies van transformatief leiderschap relevant te zijn, te weten viste en intellectuele stim...
Education and information technologies, Apr 13, 2024
Gender bias underlying discrimination against women are particularly salient in STEM higher educa... more Gender bias underlying discrimination against women are particularly salient in STEM higher education. Complementing top-down measures to mitigate these issues identified in the extant literature, we aim to highlight a complementary bottom-up approach. First, to elicit gender stereotypes and gender bias in STEM, we conducted a group concept mapping (GCM) study involving women professors, teaching staff, and scientific staff from different STEM disciplines at German universities (N = 70). We first asked them to provide statements reflecting their experience in response to the following focus prompt: 'In my career as a STEM teacher, I experienced gender issues related to:' Experts were then asked to thematically cluster and rank the statements according to their importance and feasibility with respect to a potential pedagogical intervention that may target these issues. Findings revealed an agreement across STEM disciplines regarding stereotypical beliefs about women, heteronomous gender roles, gender workload, sexism, and structural power relations, in that they remain significant factors for hindering female success in STEM careers in higher education. Based on their experience, however, the women saw potential in working on the awareness of gender bias with pedagogical interventions in online group learning scenarios (CSCL). Statements rated most appropriate were discussed in the light of the aspects of gender bias addressed, with a specific focus on addressing them in collaborative scripts.
Education and Information Technologies, Nov 8, 2023
Online distance learning presents unique psychosocial characteristics due to the inherent distanc... more Online distance learning presents unique psychosocial characteristics due to the inherent distance between learners. Social presence-the sense of being with othersis key to mitigating this distance. However, our understanding of social presence remains limited, despite its potential to reduce social isolation and cultivate a conducive social space in online education. A gap in our understanding relates to how social presence aligns with more general accounts of interpersonal representations under conditions of psychological distance, as presented in Construal Level Theory. We conducted a vignette-based experiment (N = 194) to examine how psychological distance in online learning affects the mental construal level of a hypothetical partner and, thus, social presence perceptions. Findings suggest that increased psychological distance leads to higher-level construals, resulting in a perception of conversation partners as nondescript and homogenous. Importantly, this affects social presence perceptions, with certain nuances. These findings can inform novel approaches to enhance social presence in online learning.
Distributed leadership (DL) and leader-member exchange (LMX) are highly relevant for fostering te... more Distributed leadership (DL) and leader-member exchange (LMX) are highly relevant for fostering teachers' innovative work behavior (IWB). Based on self-determination theory, we hypothesized that the satisfaction of the basic psychological needs (BPNS) for autonomy, competence, and relatedness plays a major role in mediating these relationships. To investigate this assumption, we executed a quantitative survey study among secondary education teachers involving a time-lag design with two points of measurement (N(T1) = 654 and N(T2) = 293). For hypothesis testing we employed structural equation modelling (SEM) and found support for most of our assumptions: DL (at T1) enhanced teachers' IWB (at T2) by fueling BPNS (at T1 and T2) (indirect effects: autonomy (T1/T2): β = .10/.09, p < .10/.
Social presence, which refers to the psychological phenomenon of perceiving other persons in tech... more Social presence, which refers to the psychological phenomenon of perceiving other persons in technology mediated communication as "real" and with whom one can connect, has gained an increasing interest by teachers and researchers involved in designing online, hybrid, and blended learning environments, particularly group learning settings known as computer-supported collaborative learning (CSCL). While some scholars attribute social presence primarily to the physical attributes of communication media, others emphasize the importance of social contextual and individual factors. Despite considering these factors, they still cannot fully explain the varying degrees of social presence experienced across different communication and collaboration modes and modalities. Consequently, there is a need for a more comprehensive theoretical account on the antecedents of social presence. In this article we propose such an account that integrates the social information processing (SIP) theory, construal level theory (CLT), and telepresence theory into one social presence framework. In line with CLT, we propose that social presence is also influenced by the impressions (construals) we construct from other persons not only through the accumulation of messages over time but also through the psychological distance we feel to those persons, which may be imposed by features of the communication media or realities of the learning context. Further, in line with telepresence theory, we propose that social presence is influenced by the sense of being "present" in the remote physical or virtual place, as this is where other salient persons "are." This comprehensive theoretical framework allows us to understand varying degrees of social presence while in (pseudo) realtime and asynchronous communication and collaboration using a variety of different communication media ranging from text-based (e.g., e-mail, instant text messaging) to immersive (e.g., 3D computer generated; a physical remote place).
In this study, we introduce a model that captures and visualizes the dynamical process of individ... more In this study, we introduce a model that captures and visualizes the dynamical process of individual intention forming and the translation of this intention into actual behavior when learning in MOOCs. To validate the model and further our understanding of learning in MOOCs, we constructed a short survey based on this theoretically grounded intention-behavior dynamics model. This survey was sent to MOOC learners who at the time of their respective MOOCs indicated that we could contact them for further research purposes. The combination of open and closed questions referred to the most recent MOOC they took and was answered by 84 learners. The results revealed that most learners start a MOOC with a specific intention in mind, but that nearly one third of these learners reformulates this initial intention, once or more often, at some point due to barriers they encounter which hinder or prevent them from reaching their individual intentions. These barriers are mainly non-MOOC related, which may be valuable input for future research as well as guide the development of interventions for supporting learners to reach their personal learning intentions.
Social presence is an important concept for understanding psychosocial processes in learning scen... more Social presence is an important concept for understanding psychosocial processes in learning scenarios that make extensive use of mediated communication like online distance learning. Despite this centrality, a coherent and nuanced theory of social presence is yet to emerge from the literature. Past research has shown associations with desirable affective variables like satisfaction and perceived learning, yet our knowledge as to when and for whom these effects are expected is still very limited. By introducing two contextual explanatory variables, we provide the means toward a more mature theory of social presence. The first variable, social presence divergence, relates students experiences to their preferences, yielding three distinct scenarios: too little, too much, and just the right amount of social presence. The second variable, interaction integration, considers the centrality of social interaction in the learning scenario, suggesting that this functions as a moderator. In a ...
A plethora of studies stress students’ self-regulated learning (SRL) skills to be conditional for... more A plethora of studies stress students’ self-regulated learning (SRL) skills to be conditional for successful learning in school and beyond. In general, self-regulated learners are actively engaged in constructing their own understanding also including the regulation of contextual features in the environment. Within the contextual features, the regulation of peer interaction is necessary, because college courses increasingly require peer learning. This goes along with the increasing interest for online learning settings, due in no small part to the recent COVID-19 pandemic. In the present study we explore how social presence (i.e., the degree to which the other person is perceived as physical “real”), social space (i.e., trust building between peers) and sociability (i.e., the degree to which the virtual learning environment supports social presence and social space) are essential elements in the regulation of online peer interaction. To shed light in this matter, higher education st...
The cultivation of interest is an important aim of education. When encountering new information, ... more The cultivation of interest is an important aim of education. When encountering new information, the learners’ situational interest is an essential step in the interest development process. Situational interest represents the learner’s heightened attentional focus toward task characteristics (triggered interest) and elevated positive feelings and values (maintained interest) toward the newly taught knowledge. A growth mindset, the belief that ability is malleable through effort and practice, has been shown to foster mastery goals, reduce perceived cognitive load, and improve learning performance, all of which are positive predictors of interest. The present randomized controlled experiment evaluated the effect of inducing a growth mindset on 10th graders’ (n = 138) situational interest in a novel physics topic on how sound travels. In comparison to the control group, the experimental group showed higher maintained interest on the feeling and value dimensions of situational interest,...
Van leraren wordt steeds meer verwacht dat ze onderzoek doen om (met elkaar) hun odnerwijs te ver... more Van leraren wordt steeds meer verwacht dat ze onderzoek doen om (met elkaar) hun odnerwijs te verbeteren. Vaak blijkt dat ze al aardig wat doen, maar zijn ze zich er alleen niet van bewust. De Open Universiteit maakte een quiz op basis van een enquete onder 2.806 leraren in het po, vo en mbo om hier verandering in te brengen. Doe de quiz en ontdek of onderzoek doen bij je past en of je misschien al (deels) onderzoekend bezig bent.
This presentations introduces results of a recent study that has been conducted based on data fro... more This presentations introduces results of a recent study that has been conducted based on data from five MOOCs across several providers.
Transformatief leiderschap beinvloedt het innovatieve gedrag en de professionalisering van werkne... more Transformatief leiderschap beinvloedt het innovatieve gedrag en de professionalisering van werknemers. In deze studie is nagegaan of dit ook geldt voor het inzetten van digitale leermaterialen (DLMs) door leraren In hun onderwijspraktijk. Eerder onderzoek naar het toepassen van DLMs heeft uitgewezen dat vooral self-efficacy, evenals houding en In mindere mate de ervaren subjectieve norm de intentie van leraren om DLMs te gebruiken beinvloeden. Om er zicht op te krijgen hoe het gebruik ven DLMs bevorderd kan worden, is nagegaan of schoolleider kenmerken, via ICT-beleid en professionaliseringactiviteiten, de kernvariabelen self-efficacy, houding en subjectieve norm beinvloedt. Deze kernvariabelen gelden als belangrijke voorspellers van gedrag. Uit de resultaten van de vragenlijst afgenomen bij 543 leraren uit het primair en voortgezet onderwijs en het middelbaar beroepsonderwijs bleken twee dimensies van transformatief leiderschap relevant te zijn, te weten viste en intellectuele stim...
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