Ask for Help: Online Help-Seeking and Help-Giving as Indicators of Cognitive and Social Presence for Students Underrepresented in Chemistry
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| Title: | Ask for Help: Online Help-Seeking and Help-Giving as Indicators of Cognitive and Social Presence for Students Underrepresented in Chemistry |
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| Language: | English |
| Authors: | Williams-Dobosz, Destiny (ORCID |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180211 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Disproportionate Representation, STEM Education, Help Seeking, Helping Relationship, Chemistry, Computer Mediated Communication, Group Discussion, Academic Achievement, Equal Education, Electronic Learning |
| DOI: | 10.1021/acs.jchemed.1c00839 |
| Abstract: | Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where students can engage with a community of inquiry. We analyzed help-seeking behaviors and responses to requests for help in an online college-level chemistry course's discussion forum. We found that requests for help were responded to equally, regardless of how explicitly students appealed for help. Furthermore, we found that UR-Chem students requested and responded to help similarly and received help at greater rates than their non-UR-Chem peers. Results support that productive and substantive help-seeking and help-giving discussions occur in an online discussion forum. Ultimately this work highlights a necessary learning skill, help-seeking, thereby informing chemistry instruction and learning. [This is the online version of an article published in "Journal of Chemical Education." For the final published version of this article, see EJ1319375.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED623005 |
| Database: | ERIC |
| Abstract: | Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where students can engage with a community of inquiry. We analyzed help-seeking behaviors and responses to requests for help in an online college-level chemistry course's discussion forum. We found that requests for help were responded to equally, regardless of how explicitly students appealed for help. Furthermore, we found that UR-Chem students requested and responded to help similarly and received help at greater rates than their non-UR-Chem peers. Results support that productive and substantive help-seeking and help-giving discussions occur in an online discussion forum. Ultimately this work highlights a necessary learning skill, help-seeking, thereby informing chemistry instruction and learning. [This is the online version of an article published in "Journal of Chemical Education." For the final published version of this article, see EJ1319375.] |
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| DOI: | 10.1021/acs.jchemed.1c00839 |
