A comparison between two ways to capture these behaviours using mobile technologies
Download
1 / 19

A comparison between two ways to capture these behaviours using mobile technologies - PowerPoint PPT Presentation


  • 68 Views
  • Uploaded on

Learners’ questions and requests for help at the workplace Jean-Luc Gurtner, Anya Hitz, Dept of Education, University of Fribourg Elisa Motta, Alberto Cattaneo Swiss Federal Institute for Vocational Education and Training.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'A comparison between two ways to capture these behaviours using mobile technologies' - pepin


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
A comparison between two ways to capture these behaviours using mobile technologies

Learners’ questions and requests for help at the workplaceJean-Luc Gurtner, Anya Hitz, Dept of Education, University of FribourgElisa Motta, Alberto CattaneoSwiss Federal Institute for VocationalEducation and Training

A comparison between two waysto capture these behaviours using mobile technologies


Asking questions seeking help and self regulated learning
Asking questions, seeking help and self-regulated learning

  • Asking questions and Help seeking as important self-regulated learning strategies (Newman, 1994; Karabenick, 2006)

  • Instrumental (adaptive) help seeking vs executive (expedient) help seeking (Karabenick, 2004)

  • At the confluence of motivation, cognition and metacognition

  • Help-seeking vs help-avoiding behaviours (Butler, 1998; Ryan & Pintrich, 1997)

ICM - Porto Sept. 2010


Methodological concerns
Methodological concerns

  • Almost all the studies on help-seeking behaviours have been conducted in general academic contexts

  • Almost all the studies on help-seeking behaviours have been conducted with questionnaires and have used self-reported data

  • Few exceptions:

    • Webb, Ing, Kersting & Nemer’s study on cooperation in small groups (2006).

    • Kempler & Linnenbrink (2006) study on group interactions in collaborative groups in math.

ICM - Porto Sept. 2010


Different contexts different methodologies
Different contexts - different methodologies?

At the workplace

  • Nobody is there just to answer your questions

  • Not asking when needed may have funest consequences

  • Are apprentices as reluctant to seek help in action?

At school

  • Teachers are there to answer students’ questions

  • But asking questions may make you look stupid (Karabenick & Newmann, 2006)

  • Students are reluctant to ask for help even if they need it (Butler, 1998)

ICM - Porto Sept. 2010


One tool two conditions
One tool, two conditions

A posteriori collection

  • Mobile phones “off” while working

  • Researcher sends a signal and apprentice calls back after completion of duties

  • He/she comments on what he/she has been doing recently and answers specific questions

Live collection

  • Apprentices are equipped with mobile phones, headset and microphones

  • Researcher calls apprentice at work for one hour and asks him or she to comment “live” what he/she is doing

  • Focus on each (meaningful) interaction with another person at the WP

ICM - Porto Sept. 2010


Participants in the research and corpus
Participants in the research and corpus

  • 28 volunteer apprentices in car mechanics

    from 10 different garages (dual track system)

  • Between 15 and 19 years old

    In year 1 through 4 of their vocational training

  • 72 one hour records of work (live collection)

    (800 questions or requests)

  • 71 “a posteriori“ interviews (119 questions or requests)

ICM - Porto Sept. 2010


Overall frequency and nature of requests observed
Overall frequency and nature of requests observed

  • On average, apprentices introduce one question or request every 5’ 47“ at the workplace

  • More advanced apprentices ask twice as many questions as beginners

  • Instrumental requests are approx. 50 times more frequent than expedient ones (Karabenick, 2004)

  • Only one out of four requests brings the helper to stay aside the helpee for more than one minute

ICM - Porto Sept. 2010


Social contexts in which questions or requests are introduced
Social Contexts in which questions or requests are introduced

ICM - Porto Sept. 2010


Types of questions and help requests 1
Types of questions and help-requests (1) introduced

ICM - Porto Sept. 2010


Types of questions and help requests 2
Types of questions and help-requests (2) introduced

ICM - Porto Sept. 2010


Types of questions and help requests 3
Types of questions and help-requests (3) introduced

ICM - Porto Sept. 2010


Types of questions and help requests 4
Types of questions and help-requests (4) introduced

ICM - Porto Sept. 2010



To whom do they ask questions
To whom do they ask questions? technique

ICM - Porto Sept. 2010


Summary of results
Summary of results technique

  • Apprentices introduce questions and requests more often when they are already working collaboratively (live collection)

  • But they are not aware of this (a posteriori collection) or..

  • They appreciate to see themselves as autonomous

ICM - Porto Sept. 2010


Summary of results1
Summary of results technique

  • Apprentices requests are mainly introduced for information purposes (live collection)

  • They underestimate however the frequency of such requests and overestimate the frequency of requests for intervention (a posteriori collection) or ….

  • They (deliberately) minimize the importance of (simple) questions in order to feel more competent

ICM - Porto Sept. 2010


Summary of results2
Summary of results technique

  • Apprentices make use of a large variety of “helpers“ (live collection)

  • They underestimate however the support they get from other apprentices or persons outside of the workshop (a posteriori collection) or …

  • They value becoming more central (and recognized) in their professional environment (LPP: Lave & Wenger, 1991).

ICM - Porto Sept. 2010


Conclusions
Conclusions technique

  • Mobile technologies offer good opportunities to approach apprentices self-regulated learning strategies at the WP

  • The way these technologies are used might however introduce some “noise“ into the data or …

  • Give valuable insights into the construction of apprentices’ professional identities.

ICM - Porto Sept. 2010


Thank you technique

for your attention!

ICM - Porto Sept. 2010


ad