
Advances in Help-Seeking Research and Applications
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Content
- Intro
- Advances in Help-Seeking Research and Applications
- CONTENTS
- Foreword
- Chapter 1 INTRODUCTION
- REFERENCES
- Chapter 2 IS IT SO HARD TO SEEK HELP AND SO EASY TO USE GOOGLE?
- André Tricot and Nicole Boubée
- INTRODUCTION
- INFORMATION SEARCHING
- Planning
- Control and Regulation
- Literal Use of Instruction
- Navigation Versus Queries Formulation
- Difficulties in Queries Formulation
- Language Difficulties
- Difficulties in Logic
- Difficulties in Using Digital Information Retrieval Systems
- Source Preferences
- Evaluation of Information
- Quality Versus Quantity
- Speed of the Evaluation
- Surface Criteria and Mistakes
- Relevance Criteria Used by Youth
- Criteria Change During Information Searching
- Is Information Seeking Easier Today?
- HELP SEEKING IN INFORMATION SEEKING
- Help Seeking in Internet Searching
- Help Seeking With Academic Librarians in Physical Libraries
- Information and Help Seeking That Involves a Teacher
- Online Help Seeking
- Human Versus Nonhuman Sources
- DISCUSSION
- Prescribed Verus Nonprescribed Searches
- Why Do Adolescents Prefer Information Seeking Rather Than Help Seeking?
- ACKNOWLEDGMENT
- REFERENCES
- Chapter 3 CHARACTERIZING SOURCES OF ACADEMIC HELP IN THE AGE OF EXPANDING EDUCATIONAL TECHNOLOGY: A New Conceptual Framework
- INTRODUCTION
- SOURCES OF HELP, WHY THEY MATTER, AND A PROPOSED FRAMEWORK
- Sources of Help
- Why the Type of Source Matters
- Expectations
- Values
- Use of Help Provided
- Framework for Distinguishing Among Sources
- CRITICAL ISSUES IN CURRENT AND FUTURE RESEARCH ON HELPING SOURCES
- Preferences for Contemporary Sources of Help
- Sources of Help Across Learning Contexts: MOOCs and Other Technologies
- Individual Differences in Preferences for Help Sources
- New Research Designs and Methods for Studying Sources of Help
- Help Giving
- CONCLUSION
- ACKNOWLEDGMENTS
- References
- Table 3.1. A Multidimensional Framework for Distinguishing Among Helping Sources
- Table 3.2. Students' Self-Reported Likelihood of Going to Different Sources
- Table 3.3. Predicting Learners' Preferences for Each Source of Help
- Figure 3. 3. Example of a small social network.
- Figure 3. 2. An expectancy-value model of source selection and utilization.
- Figure 3. 1. The help-seeking process.
- Chapter 4 USING LEARNING TECHNOLOGIES TO SUPPORT HELP SEEKING IN HIGHER EDUCATION CONTEXTS
- WHAT DO WE KNOW ABOUT HELP SEEKING AS A SELF-REGULATORY STRATEGY?
- SEEKING HELP WITH LEARNING TECHNOLOGIES
- SEEKING HELP IN ONLINE AND BLENDED LEARNING ENVIRONMENTS
- CASE STUDY: ADAPTIVE HELP SEEKING IN A VIRTUAL WORLD LEARNING ENVIRONMENT
- Course Background and Description
- First Module: Course Introduction
- Inorganic Chemistry Virtual World
- Central Arrival Area
- Help Area
- Admin Area
- Discussion Area
- Course Activities Area
- Inorganic Chemistry Adaptive Help-Seeking Supports
- EDUCATIONAL APPLICATIONS AND FUTURE RESEARCH DIRECTIONS
- REFERENCES
- Figure 4. 1. Example of an open and friendly informal discussion area. From Genome Island, by M. A. Clark, 2004, Second Life. Reprinted with permission.
- Figure 4. 2. Inorganic chemistry virtual world site map.
- Figure 4. 3. Virtual world central arrival area.
- Table 4.1. Supporting Student Helping-Seeking Behaviors in a Virtual World
- Table 4.1. Continued
- Figure 5. 1. A screen capture showing the WISE project "How far does light go?" and one of the cognitive hints (considered as a help function for students): "Why can we see the person dressed in white better than the person dressed in black-w...
- Chapter 5 HELP SEEKING IN COMPUTER-SUPPORTED COLLABORATIVE INQUIRY- LEARNING ENVIRONMENTS
- INTRODUCTION
- CLASSROOM SCRIPTS AND COMPUTER-SUPPORTED COLLABORATIVE INQUIRY LEARNING
- Help-Seeking Processes and Learning
- WORKING IN GROUPS AND THE INFLUENCE OF GENDER
- STUDENTS' HELP-SEEKING PROCESSES IN COLLABORATIVE INQUIRY-LEARNING CLASSROOMS
- TYPE AND QUALITY OF HELP AND LEARNING OUTCOMES
- CONCLUSION AND OUTLOOK
- ACKNOWLEDGMENTS
- REFERENCES
- Chapter 6 HELP-SEEKING INTENTIONS AND ACTUAL HELP-SEEKING BEHAVIOR IN INTERACTIVE LEARNING ENVIRONMENTS
- INTRODUCTION
- HELP-SEEKING STRATEGIES AND HELP-SEEKING FACTORS
- Help-Seeking Strategies
- Help-Seeking Factors
- HELP-SEEKING INTENTIONS
- Types of Measures
- Motivational Effects on Help-Seeking Intentions
- Achievement Goals and Help-Seeking Perceptions
- Self-Perceptions and Help Seeking
- HELP-SEEKING BEHAVIORS
- Types of Measures
- Subjective Measures
- Objective Measures
- Motivational Effects on Help-Seeking Behavior
- Achievement Goals and Actual Help Seeking
- Self-Perceptions and Actual Help Seeking
- INTENTIONS AND BEHAVIORS
- Theory of Reasoned Action (TRA) and Its Extensions
- The Principle of Compatibility
- Moderators of the Intention-Behavior Relationship
- Volition Perspective
- Summary
- FUTURE DIRECTIONS IN RESEARCH ON HELP-SEEKING IN ILEs
- How Can We Take the Principle of Compatibility Into Account?
- Help-Seeking Avoidance Strategies Viewed as Self-Handicapping Strategies
- Perceptions of the Benefits of Seeking Help
- How Can Goal Orientations Predict Help-Seeking Behavior?
- Self-Perceptions and Help Seeking
- What Triggers Help-Seeking Behavior?
- CONCLUDING COMMENTS
- REFERENCES
- Chapter 7 ANALYZING NATURAL DATA TO Understand HOW STUDENTS SEEK AND OBTAIN HOMEWORK HELP ONLINE
- SEEKING AND OBTAINING ONLINE HOMEWORK HELP: THE CONTRIBUTION OF THE ANALYSIS OF NATURAL DATA
- When a Student Seeks Help: The Role of Self-Regulation and Social Interaction
- Help Seeking as a Self-Regulated Learning Strategy
- Help Seeking as a Social Interaction Situation
- STUDENT HELP SEEKING IN TECHNOLOGY-SUPPORTED LEARNING SITUATIONS
- Three Different Help-Seeking Situations
- Characteristics of Asynchronous Written Computer- Mediated Help-Seeking Situations
- TWO APPROACHES TO ASYNCHRONOUS WRITTEN COMPUTER- MEDIATED STUDENT-TEACHER HELP-SEEKING EXCHANGES
- University Students' Help-Seeking Intentions and Perceptions
- Middle School Students' Spontaneous Help-Seeking Behavior
- ANALYZING THE ARCHIVES OF AN ONLINE HOMEWORK HELP FORUM: THE CONTRIBUTION OF NATURAL DATA
- Study 1: What Is the Content of Middle School Students' Spontaneous Help-Seeking Messages?
- Method
- Results
- Study 2: Are Explicit Requests for Help Self-Regulated and Indirect?
- Method
- Results
- DISCUSSION
- AUTHOR NOTE
- ACKNOWLEDGMENTs
- REFERENCES
- Figure 7. 2a. Number of constituent categories as a function of age (theoretically, the number of constituent categories can vary between 1 and 9).
- Figure 7. 1. A screenshot of the SoS-Math homework help forum.
- Table 7.1. Examples of Messages Sent by 11- to 12-Year-Olds and 14- to 15-Year-Olds
- Figure 7. 2c. Percentage (%) of messages including the "explicit request for help" constituent category as a function of age.
- Figure 7. 2b. Percentage (%) of messages including the "problem the student was having trouble solving" constituent category as a function of age.
- Table 7.2. Examples of Messages Including Explicit Requests for Helpa
- Table 7.2. Continued
- Figure 7. 2d. Percentage (%) of messages including the "information about the context in which the student's message was sent" constituent category as a function of age.
- Table 7.3. Coding of Students' Explicit Requests for Help: Categories for and Examples of Self-Regulatory Functions and Linguistic Forms
- Table 7.3. Continued
- Figure 7. 3a. Percentage (%) of requests for help per category of self-regulatory function (Detailed = detailed mathematical requests, General = general mathematical requests, Answers = answers or answer checking, and Unspec = unspecified nonmathemat...
- Figure 7. 3b. Percentage (%) of requests for help per category of linguistic form (Imper = imperatives, Thank imp = thanking imperatives, Emb imp = embedded imperatives, Need = need statements, Quest dir = question directives, and Hints).
- Figure 7. 3c. The association between self-regulatory function and linguistic form: Low levels of self-regulation are associated with low levels of politeness (Detailed = detailed mathematical requests, General = general mathematical requests, Answer...
- Chapter 8 ELEMENTS OF SOCIAL COMPUTING IN ONLINE HELP DESIGN
- Fostering Help-Seeking Activities in Communities of Practice
- INTRODUCTION
- Help Design as a Development Of Conceptual Artifacts in Communities of Practice
- Facing Weaknesses of Common Helpsystems by Dynamical User-Centered Design
- Analyzing the Acceptance of a User-Centered FAQ-Based Helpsystem of IT-Services
- Analyzing the Users' Actual Behavior With a FAQ-Based Help System of IT-Services
- The Influence of Perceived Peer Participation On One's Own Participation
- DISCUSSION
- ACKNOWLEDGMENTS
- REFERENCES
- Figure 8. 1. Static expert-generated versus dynamic user-generated helpsystems
- Figure 8. 2. "Propeller" model.
- Figure 8. 3. Online help system usage scenario.
- Figure 8. 4. Screenshot of the help system's commenting functionalities.
- Figure 8. 5. Distribution of generative and receptive system-use within 120 days runtime of the study.
- Figure 8. 6. Generative and receptive contributions of experts and novices (in percentages).
- Chapter 9 LEARNING WITH THE ECOLAB Coconstructing a Zone of Proximal Adjustment to Scaffold Help-Seeking Behavior in a Simulated Science Microworld
- INTRODUCTION
- THE ZONE OF PROXIMAL DEVELOPMENT AND SCAFFOLDING
- The Zone of Collaboration: A Specification for Support Software Development
- TECHNOLOGY AND SCAFFOLDING
- THE ECOLAB SOFTWARE
- ECOLAB I: THE ORIGINAL SYSTEM
- THE ECOLAB AS A MORE ABLE PARTNER (MAP)
- ECOLAB'S KNOWLEDGE
- EVALUATING THE ECOLAB I
- SCAFFOLDING HELP SEEKING IN ECOLAB II
- EVALUATING HELP SEEKING IN ECOLAB II: STUDIES 1 AND 2
- LEARNER MOTIVATION AND HELP SEEKING
- ECOLAB II STUDY 3
- ECOLAB II STUDY 4
- DISCUSSION
- CONCLUSION
- Acknowledgements
- References
- Table 9.1. Help Seeking in the Ecolab Among Learners Who Made Above Average Learning Gains
- Figure 9. 4. The breakdown of learning gain by ability level and achievement goal orientation. How mastery and performance goals influence learners' metacognitive help-seeking behaviors when using Ecolab II.
- Pre- to Posttest Improvement
- Figure 9. 1. The zone of collaboration: illustrating the concepts of the ZAA and the ZPA.
- Figure 9. 2. Ecolab 1: Learning gains and concept complexity: illustrating that greatest learning gains were made with the most complex concepts.
- Figure 9. 3. The Ecolab II interface illustrating the activity map through which the child selects the complexity of the microworld and receives feedback about help used and challenge levels tackled.
- Chapter 10 AN INNOVATIVE EXPERIMENTAL DESIGN FOR ADDRESSING THE "ASSISTANCE DILEMMA" USING INTERACTIVE LEARNING ENVIRONMENTS
- INTRODUCTION
- ADAPTIVE ASSISTANCE IN THE CONTEXT OF ILE'S
- EXAMPLE: ADAPTATION OF ASSISTANCE IN COGNITIVE TUTORS
- THE SEQUENTIAL MULTIPLE ASSIGNMENT RANDOMIZED TRIAL (SMART)
- A SMART STUDY EXAMPLE
- SMART RELATIVE TO OTHER EXPERIMENTAL APPROACHES
- Factorial Design
- Randomized Trial With Multiple Groups
- A Standard Randomized Control Trial (RCT)
- A DATA ANALYSIS METHOD FOR CONSTRUCTING THE OPTIMAL SEQUENCE OF DECISION RULES
- RESULTS BASED ON GENERATED DATA
- Discussion
- Acknowledgments
- REFERENCES
- Figure 10. 1. The SMART design.
- Table 10.1. Four Adaptive Interventions and Decision Rules Based on Hypothetical Example
- Table 10.2. Estimated Coefficients for Q2
- Table 10.4. Estimated Coefficients Q1
- Table 10.3. Estimates of (21 R1 R2 + 22 R1 R2 A1 + 23 R1 R2 S2) for Every Combination of A1 and S2
- Table 10.5. Estimates of (11 R1 + 12 R1 S1) for Each Level of S1
- Figure 10. 2. Predicted probability of solving a near transfer problem for every second-stage intervention tactic given the time to second help request and the first-stage intervention option.
- Figure 10. 3. Predicted quality of the first-stage intervention options given the time to first help request.
- Chapter 11 CONCLUSIONS AND FUTURE DIRECTIONS
- CONTRIBUTIONS TO THIS VOLUME
- The Difference Between Help Seeking and Prescribed Versus Nonprescribed Information Seeking
- A Conceptual Framework for the Analysis of Helping Resources
- Supporting Help Seeking In Higher Education
- How Classroom Scripts Support and Hinder Help Seeking in Computer-Supported Collaborative Inquiry-Learning Environments
- Help-Seeking Intentions Versus Actual Help-Seeking Behavior
- Seeking and Obtaining Online Homework Help
- Fostering Help Seeking in Communities of Practice
- Ecolab and Coconstructing a Zone of Proximal Adjustment to Scaffold Help Seeking
- SMART Design and Its Usefulness in Developing High-Quality Adaptive Interventions
- GENERAL CONCLUSIONS AND IMPLICATIONS
- REFERENCES
- About the Editors
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