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Cognitive and social help giving in online teaching: an exploratory study

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Abstract

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.

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Authors and Affiliations

  1. Marquette University, P.O. Box 1881, Milwaukee, WI, 53201-1881, USA

    Joan L. Whipp & R. A. Lorentz

Authors
  1. Joan L. Whipp
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  2. R. A. Lorentz
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Correspondence to Joan L. Whipp.

Appendix

Appendix

Interview questions

Student

  1. 1.

    As you look back on your work in this course, what were your biggest problems or challenges?

  2. 2.

    When you needed help with any of these problems, how did you typically get it?

  3. 3.

    Did you ever find yourself not getting the help you needed? Please explain.

  4. 4.

    How helpful was the instructor to you in this course?

  5. 5.

    Can you give examples of how the instructor supported your learning in this course?

  6. 6.

    What role did your instructor play in the course discussions? What did you think about the instructor’s role in these discussions?

  7. 7.

    Compared to a traditional face to face class, how would you describe the learning climate or atmosphere in this course?

  8. 8.

    How would you describe the social atmosphere in this class?

  9. 9.

    How connected did you feel to other students in the class?

  10. 10.

    How connected did you feel to the instructor in this class?

  11. 11.

    What, if anything, did the instructor do to create the learning and social atmosphere that you have described?

  12. 12.

    To what extent were other students in the course helpful to you? (If so, give examples)

  13. 13.

    How helpful to you was the way the course was designed? (e.g., technical aspects, organization, assignments, activities, discussions, assessments).

Instructor

  1. 1.

    What problems or challenges did students face in this course?

  2. 2.

    From your observation, how did your students typically cope with these problems or challenges?

  3. 3.

    How often did your students in this course seek help from you privately and for what reasons?

  4. 4.

    How did you feel that you supported your student’s learning in this course (i.e., what specific teaching strategies did you use to support them cognitively?)

  5. 5.

    What specific teaching strategies did you use to support your students socially in this course?

  6. 6.

    Describe how you viewed your role in the course discussions. What are some strategies that you used to fulfill your role in these discussions?

  7. 7.

    Compared to a traditional face to face class, how would you describe the learning climate or atmosphere in this course?

  8. 8.

    Compared to a traditional face to face class, how would you describe the social atmosphere in this class?

  9. 9.

    How connected did you feel to your students in this class?

  10. 10.

    What are some strategies that you used in this class to connect with your students?

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Whipp, J.L., Lorentz, R.A. Cognitive and social help giving in online teaching: an exploratory study. Education Tech Research Dev 57, 169–192 (2009). https://doi.org/10.1007/s11423-008-9104-7

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  • DOI: https://doi.org/10.1007/s11423-008-9104-7

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