Kyle Feenstra
Coordinator for Learning & Instruction Support at University of Manitoba Libraries
Research as Learning:
Modeling a Constructivist Approach to Research for Undergraduate Arts Students
Kyle Feenstra - Liaison Librarian
University of Manitoba, 2016.
Research as Learning:
Modeling a Constructivist Approach to Research for Undergraduate Arts Students
Kyle Feenstra - Liaison Librarian
University of Manitoba, 2016.
View Live Presentation: https://slides.com/kfeenstra/deck/live
View Slides (Self-directed): https://slides.com/kfeenstra/deck
Can an online research and writing guide, based on constructivist learning theory, foster
increased self-efficacy in undergraduate students?
Cite Right Working Group Collaborative Project
University of Manitoba Libraries
Academic Learning Centre
Centre for Academic Teaching and Learning
Academic
Success
Academic
Dishonesty
Academic
Failure
Some students struggle to succeed in university for many reasons.
Some students attempt to achieve success through academic misconduct.
Based on graduation rates most students achieve success (1).
Some students excel academically (meaning they achieve high grade averages).
Some students excel at learning and applying new knowledge and skills.
Academic Integrity & the UM Cite Right WG
Many studies suggest a rise of cheating and plagiarism in post-secondary universities. One Canadian study found 50% of undergraduate students self reporting "serious cheating in written work". (2)
The Cite Right Working Group's Long Term Goals
- "Reduce Plagiarism rates and recidivism
- "Increase student awareness of the research process
- "Foster an institutional culture of academic honesty
- "Develop new opportunities for proactive learning about academic integrity"
Why do students cheat?
Earlier research states (3):
- Unintentionally done in error
- Cheating is more efficient
- Too little time
- Considered acceptable behaviour
- Intentional defiance
- Assignments / courses feel meaningless
- Lack of engagement from professors
- Personal legitimization of misbehavior
- Cheating is easier
- Insufficient deterrences
Environmental Influences &
Rational Choice Theory
My theory / hypothesis...
Successful, responsible academic behaviour is beyond the scope or perceived ability of a significant number of students who engage in academic dishonesty.
... We must take into consideration underlying determinants of student behaviour since academic misconduct does not necessarily result from rational decision making.
- Students experience low levels of motivation for a variety of personal and psycho-social reasons.
- Anxiety often results in avoidant behaviour.
- Inappropriate academic behaviour can be reinforced by previous success.
- Students are often unaware of the gaps in their education and the way it influences their learning behaviour.
- The concept of "academic honesty as responsible citizenship" may not be viewed as relevant or important.
Low Achieving
At Risk
Students
Positive
Intervention
Improved
Self-Efficacy
Academic
Success
"Self-efficacy beliefs contribute significantly to student effort, persistence and academic choices".
Bandura, 1977, 1992, 1995. Zimmerman, 1995.
Can an online research and writing guide, based on constructivist learning theory, foster
increased self-efficacy in undergraduate students?
Why online?
Why constructivism?
Why self-efficacy?
Can an online research and writing guide, based on constructivist learning theory, foster
increased self-efficacy in undergraduate students?
For better or for worse, post-secondary teaching is moving towards online and blended learning environments. (4)
Numerous studies demonstrate more positive outcomes of constructivist learning environments compared with traditional models. (5)
Self-efficacy is considered one of the most important determinants of behaviours leading to academic success. (6)
It has been found that cases of academic dishonesty can be reduced as by fostering increased self-efficacy. (7)
Characteristics
of Constructivist Learning Environments
Instructional strategies lead to active learning.
Students construct meaning from information in a social environment.
Collaboration is encouraged.
Students engage in self-reflective thinking towards learning processes and their assessment.
Teaching and learning are culturally relevant and authentic.
Teachers model the learning as a process. (10)
"Students with a high sense of self-efficacy for accomplishing an educational task will participate more readily, work harder and persist longer when they encounter difficulties.
"... Not the belief that one has a particular skill, but rather whether he/she can use that skill under certain circumstances or changing conditions." (8)
Why are
self-efficacy
beliefs central to student success?
How do
students attain
self-efficacy beliefs?
Mastery Performance
- "Authentic experience having mastered a task in a particular situation.
Vicarious Experience
- "Observing others succeed at a task in a particular situation.
Verbal/Social Persuasion
- "Receiving positive judgements of one's capabilties from reliable peers.
Physiological States
- "Self interpretation of confidence based on emotional or physical states". (9)
What Forms of Constructivist Learning Contribute Most to Attainment of Self-Efficacy
Beliefs?
In order of effectiveness:
- Mastery experience is the strongest predictor of self-efficacy attainment.
- Reflective learning that involves higher order thinking skills and reflective self assessment of learning as a process.
- Sharing ideas with others in an environment where students can safely express themselves, receive positive feedback and ask questions.
- Engagement in authentic tasks where learning is relevant to the non-academic environment.
- Genuine interest in student's unique learning needs from instructors (and librarians). (10)
So how do we facilitate constructivist learning that contributes to self-efficacy attainment in an online or blended learning environment?
... especially considering that constructivist models for education are based mainly on face to face learning situations?
| Online Learning Environment |
Modelling of self-directed research as a learning (inquiry) process. Prompts encourage reflection and higher order thinking. Opportunity for social interactions? |
| Blended Learning Environment | Learning is mediated by limited instructor & peer interactions. |
| Face to Face Learning Environment | Learning is mediated by sustained instructor & peer interactions. |
A Framework for Implentation
Draft of a Research Process for Undergraduate Arts Students
Preparing for Research
Finding Resources
Research & Writing
Editing & Revision
Self-Assessment
Preparing for Research
| Do you understand what your instructor is asking you to do? | Is there a question you are being asked to answer or do you need to come up with your own question? Are you being asked to analyze, explain, assess, argue, review... ? |
(Self-directed worksheets) (Library and ALC print and electronic resources) Questions you can ask your professor... |
| Do you have the basic knowledge you need to begin researching your topic? | What do you already know about this topic? What information do you need to find out to get a fuller understanding of your topic? (Pose questions about your topic) |
(Guide to using reference material at the library.) Concept mapping exercise |
| What part of your topic will you focus on? | What aspects of your topic can you investigate in closer detail for this assignment? |
Prompting & Guiding Questions
Modelling of Research Activities and Use of Resources to Support Mastery Learning
References
Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47-67.
Bandura, A. (1995). Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press.
Bandura, A., & Estes, William K. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1977). Social learning theory (Prentice-Hall series in social learning theory). Englewood Cliffs, N.J.: Prentice Hall.
Finn, K., & Frone, M. (2004). Academic Performance and Cheating: Moderating Role of School Identification and Self-Efficacy. The Journal of Educational Research, 97(3), 115-121.
Jurdi, R., Hage, H., & Chow, H. (2011). Academic Dishonesty in the Canadian Classroom: Behaviours of a Sample of University Students.The Canadian Journal of Higher Education, 41(3), 1-35.
Ogilvie, J., & Stewart, A. (n.d.). The Integration of Rational Choice and Self-Efficacy Theories: A Situational Analysis of Student Misconduct.Australian & New Zealand Journal of Criminology, 43(1), 130-155.
Park, C. (2003). In Other (People's) Words: Plagiarism by university students--literature and lessons. Assessment & Evaluation in Higher Education, 28(5), 471-488.
Research as Learning
By Kyle Feenstra
Research as Learning
UML Spring Symposium 2016
