Interested in collaborative learning, games based learning, motivation of learners or video analysis? You won’t want to miss this talk by the University of Hamburg’s Professor Jens Siemon on 7 October.
Professor Siemon will speak about his developments in collaborative learning research using video analysis.
What: “‘Time on Task’ in Collaborative Learning – Influence of Learning Goal Motivation and Group Composition
Speaker: Professor Jens Siemon, University of Hamburg
When: 10-11am Wednesday 7th of October
Who: Anyone interested in collaborative learning, games based learning, motivation of learners, video analysis, quantitative and mixed methods
About Jens Siemon
Professor Jens Siemon is the Head of the Vocational Education and Lifelong Learning Department at the University of Hamburg. His research spans the areas of video-based research in learning and instruction, game-based learning, language in vocational education, and vocational education in a knowledge-based society. For more information about Professor Siemon’s work see http://jens-siemon.de/
Professor Siemon will speak about a current study he is undertaking with Antonia Scholkmann and Kay-Dennis entitled ‘Time on Task’ in Collaborative Learning – Influence of Learning Goal Motivation and Group Composition. This research focuses on the connection between (a) a student’s individual learning goal motivation and (b) the learning partner’s learning goal motivation and the effective learning time spent on a specific task in a collaborative learning arrangement. Data video observations of 56 students was used from three classes in the field of business education. All students worked on an assigned computer assisted game-based learning task in dyads for approximately eight hours. Subjects were videotaped for the whole time with three different cameras; additionally, each student wore a personalized audiotape recorder (Knigge, Duarte, Nordstrand, Siemon, & Stolp, 2013). All video material was analyzed in a time-sampling procedure using ten second intervals by trained raters using a coding scheme of learning time being on topic’ vs. ‚off topic’. Learning goal motivation was surveyed with the SELLMO-scales (Spinath, Stiensmeier-Pelster, Schöne, & Dickhäuser, 2002). Data analysis is currently done using hierarchical regression analyses. First results confirm the hypothesis that both learning partners’ goal motivations add to the explained variance when it comes to time spent on the learning task, which is considered the dependent variable in the model.