Towards efficacy-driven online learning, a linguistic social network analysis of peer interaction
| Project/Area Number |
18F18781
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| Research Category |
Grant-in-Aid for JSPS Fellows
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| Allocation Type | Single-year Grants |
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| Section | 外国 |
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| Research Field |
Linguistics
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| Research Institution | Kanda University of International Studies |
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| Host Researcher |
MYNARD Joanne 神田外語大学, 外国語学部, 教授 (70515543)
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| Foreign Research Fellow |
PEETERS WARD 神田外語大学, 外国語学部, 外国人特別研究員
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| Project Period (FY) |
2018-11-09 – 2021-03-31
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| Project Status |
Granted (Fiscal Year 2020)
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| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2020: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 2019: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2018: ¥400,000 (Direct Cost: ¥400,000)
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| Keywords | learner autonomy / peer interaction / online collaboration / self-directed learning / self-regulated learning / self-access learning / peer collaboration / advising |
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| Outline of Annual Research Achievements |
In 2019 the research focussed on how learners engaged in Computer-Mediated Communication (CMC) as part of their self-directed language learning trajectory throughout the academic year. A large amount of data was collected; 973 Google Classroom posts were analysed using NVivo and Wolfram Mahtematica over two semesters. The data show how learners try to form a ‘community’ online, pursue their interests and engage with others while developing a certain ‘practice’ or a shared repertoire of resources: experiences, stories, tools, and ways of addressing recurring problems. Post-activity questionnaires with open-ended and Likert-scale questions were distributed via the Survey-Monkey application to 161 participants (116 in semester 1 and 45 in semester 2). In addition to the quantitative text-mining analysis, qualitative research indicated participants appreciate the opportunity to build an understanding of a shared learning goal based on diverse viewpoints. Nevertheless, more adequate incentives to lower the threshold for participation needed to be put in place, and more authentic instructions needed to be formulated in order to foster student participation. Furthermore, a clear pathway needed to be designed so students have signposts to help them in their learning trajectory online. These limitations are addressed in follow-up research. A second data collection phase has been initiated in 2020.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
The research is progressing well at the expected pace. The researchers had anticipated that the qualitative evaluative framework and code book would need further development, but this is happening according to schedule. The necessary steps are taken to ensure that the project and its results will reach colleagues in the field and that it contributes to the aim of the Ministry to utilize information and respond proactively to the Information Society by using ICT in education.
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| Strategy for Future Research Activity |
The researchers will continue to analyse data collected in the previous year, disseminate findings and share drafts of best practice for other educators. The new academic year has provided opportunities to introduce improved support for learners engaging in CMC, with the added condition that all learning is currently taking place online. Further quantitative and qualitative evaluation of the interaction in CMC is needed.
In disseminating the findings of this project and exchanging research and expertise, the researchers aim to continue to publish in international publications and through online conferences.
In addition, as mentioned in the initial application form for this research project, we are in an ideal position to identify effective communication as well as communication breakdown in online collaboration contexts. Since this research project has the ability to grow and be piloted across different educational fields and professional sectors in the future, we are collecting data from a professional development course, organised by the Research Institute for Learner Autonomy Education, to analyse if our methods and findings can be translated to a professional context.
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Report
(2 results)
Research Products
(22 results)
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[Journal Article] Understanding learner autonomy through research: A summary of a forum at JALT 2019.2020
Author(s)
Mynard, J., Ohashi, L., Peeters, W., Shelton-Strong, S. J., Tweed, A. D., Watkins, S., & Wongsarnpigoon, I.
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Journal Title
Studies in Self-Access Learning Journal
Volume: 11
Pages: 53-63
DOI
Related Report
Peer Reviewed / Open Access / Int'l Joint Research
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