Regina Collins, S. Roxanne Hiltz, and Fadi P. Deek

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20th Annual Online Learning Consortium International Conference

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Overview

Background

Theoretical Model

Research Questions

Assignment Descriptions

Preliminary Results

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Wealth of free resources available

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Millennials turn to the Internet as their

first source of both educational and

personal information.

Connaway et al., 2008

• Internet resources make knowledge available to all

• Actually part of a complex system that includes:

Learner characteristics

Digital environment

Pedagogical activities

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Learner characteristics

ICT system

Pedagogical activity

• Bloom’s Taxonomy of Cognitive Learning Outcomes

• National Research Council’s 21st Century Competencies

• Nonaka & Takeuchi’s SECI Model of Knowledge Creation

• Social Capital and Knowledge Capital

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Cognitive

AffectivePsychomotor

Emotions, attitudes, and

motivations of the learner

Physical movement,

coordination, and motor skills

Knowledge and the development

of intellectual skills

Bloom, 1956

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Cognitive

IntrapersonalInterpersonal

Intellectual openness, work

ethic, and positive core self-evaluation

Teamwork and collaboration, and

leadership

Cognitive processes & strategies,

knowledge, and creativity

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Constructed Response

Task

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Self-efficacy(Pintrich & De Groot, 1990)

Intellectual openness, work

ethic, and positive core self-evaluation

GPA

Gender

Learning goal orientation(Yi & Hwang, 2003)

Task value(Joo et al., 2013)

Degree program

Familiarity with topic

Familiarity with technology

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Perceptions of learner-learner interactions(Benbunan-Fich & Arbaugh, 2005)

Teamwork and collaboration, and

leadership

Previous sharing experience

Social capital

Intellectual capital

Learner interactions

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Social network = Links from people to other people, groups, or information objects (White, 2011)

Social Capital can develop in learning communities through interactions (Daniel et al., 2002)

Sum of an individual’s connections

plus

Value in those connections

equals

Social Capital

Bourdieu & Wacquant, 1992; Nahapiet & Ghoshal, 1998

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Knowledge capital is

the sum of the

knowledge, capabilities

and skills of an

individual.

Nahapiet & Ghoshal, 1998

Moodle Pearltrees

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RQ1. Do the activities of sharing and consolidating information resources improve individual learning and the quality of group deliverables?

RQ2. Do the activities of resource management improve individual learning and the quality of group deliverables?

RQ3. Do the results vary according to student characteristics such as educational level or gender?

RQ4. Is there any difference in learning outcomes when using a traditional LMS or a web-based digital curation service?

RQ5. What theoretical model best describes learning by using and sharing Internet resources?

RQ6. What pedagogical activities best support sharing and managing Internet resources for learning?

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Systems Analysis and Design – IS 390

Explore the TJ Maxx and more recent Target security breaches

Database Management – IS 331

Select one of several topics not covered in class

(e.g. cloud computing, data warehouse) to

gain an understanding

Women in Technology (ongoing) – STS 342

Identify exemplars of short films on YouTube dealing

with gender issues and use these exemplars to create

a short film

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Advanced Systems Analysis and Design – IS 663Expand on the concept of Object Oriented Modeling covered in class and create a class diagram

Information Systems Principles – IS 677Two assignments:1. Evaluate the information systems approaches ofcompanies discussed in the textbook2. Analyze a case study based on a relevant article

Information Systems Strategy – IS 679Two assignments:1. Apply cross-cultural information systems knowledgeto global organizations2. Analyze a case study based on a relevant article

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Learning Outcome Question

Comprehension Describe TJX’s business model and business strategy.

Application Relate TJX’s business strategy to its IT strategy.

Analysis Compare TJX’s response to the security breach with that of Target. How are they different? How are they the same?

Synthesis What common elements (if any) existed between TJX’s business and IT strategies and those of Target?

Evaluation Which company do you think responded better to the security breach? Justify your answer.

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Demographics Count

Gender M = 76 (69.1%)F = 34 (30.9%)

Level of study Undergraduate = 45 (40.9%)Graduate = 65 (59.1%)

English is first language No = 56 (50.9%)Yes = 54 (49.1%)

Share Internet resources for learning before

No = 29 (26.4%)Yes = 81 (73.6%)

Assigned System Moodle = 57 (51.8%)Pearltrees = 53 (48.2%)

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GPA Count

2.0 to 2.99 11 (12.5%)

3.0 to 3.49 15 (17%)

3.5 to 3.79 24 (27.3%)

3.8 to 3.99 16 (18.2%)

4.0 22 (25.0%)

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Group responses scored higher than individual responses

Mean (individual) = 83.80

Mean (group) = 91.67

t = 3.401, p = 0.001

No differences by gender

Group grades of graduate students differed from those of undergraduates

(Could be result of differences

in instructor scoring)

Results suggest sharing

Internet resources as part

of a discussion of

individual knowledge with a

group improves learning

outcomes.

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Self-Efficacy

Topic Familiarity

Learning Goal

Orientation

Quality of Shared

Resources

Quantity of Shared

Resources

Learner-learner

Interactions

Task Value

Perceived Learning

System Satisfaction

0.458

0.367

0.173

0.273 0.468

0.401

0.180

0.183

0.256

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Dependent Variable = Perceived Learning

F = 21.727, p = 0.000

Adjusted R2 = 0.605

Significant predictors

• Quantity of Social Capital (β = 1.048, p=0.000)

• Task Value (β = 0.306, p=0.039)

• System Satisfaction (β = 0.179, p=0.001)

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Applying Social Network Analysis to networks of

Student x Cited Resources

1. Is there any difference in learning outcome based on uniqueness of resources (exclusivity)?

2. Is there any difference in learning outcome based on students who provided the resources cited in the group submission (in-degree centrality)?

3. Is there any difference in learning outcome based on how much students refined their cited sources in the group submission?

Multiple Topics

Single Topic

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For courses analyzed thus far, in-degree centrality is associated with individual assignment grade, suggesting that

Students whose resources are

cited by the group tend to have

done better on the individual

assignment.*

* However, data from only two courses has been completely analyzed

thus far.

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