RAC 2019-09-12

AMANDA & SUSAN One question about the concept map is how much detail it’s meant to convey. Are these factors you will study through regression?

The middle column (self-efficacy) seems like the construct, and the right column seems like its operationalization. Edit: After reading the results, this is not so. It seems like your operationalization isn’t part of Figure 1, and the right column isn’t dealt with explicitly in this study.

Is the 7E’s figure necessary?

Too much detail on students? Depends on audience. K-12 would definitely want it I think.

Some kind of conceptual diagram of the analysis up front would help get me ready for all the demographic information in the tables. I’m reading quickly, but I’m not sure whether I need to attend closely to the information in the tables because it’s central to the analysis, or whether it’s provided as context.

I don’t think mentioning R version, or R at all, adds much, especially unless you’re planning to publish your code as an appendix.

Results section generally quite clear.

The codebook table is important, but the examples could perhaps be condensed.

I think some readers will take offense at the pragmatic decision to combine URM/First Gen, though the justification of comparability with prior research makes sense.

Results. Basically, you have control and experimental group; you have several different ways of measuring the construct, and you have several subgroups you want to analyze. It doesn’t feel like too much to organize this into one diagram.

KATE & SUSAN

You lose me at “Transactivity is a type of discourse that has been shown to facilitate learning (Teasley, 1997).” Why not another clause grounding what’s meant by transactivity? The paragraph gets there in satisfying ways, but I’d prefer the later bits, explaining and illustrating transactivity, before the exploration of how it plays out in MOOCs.

p.9 discusses log-transivity. Where did this come from? Need to address in methods section.

NOTES

Get Greeno & Engstrom’s handbook chapter on activity system. Social presence in online learning.

New Perspectives on Sitauted Cognition Greeno & Anderson response to distributed, situated cognition. Carl Bereiter, “Sitauted Cognition and How to Overcome It” Kirschner, cognitive load. Deeana Kuhn, Cindy Hmelo Silver Ed Psych,

Apprenticeship Barab, Hayes paper… summer camps.

Video learning NIcky Chee’s article Cheryl… for JLS.

Learning Analytics Simon Knight