TY - JOUR
T1 - Ask for Help
T2 - Online Help-Seeking and Help-Giving as Indicators of Cognitive and Social Presence for Students Underrepresented in Chemistry
AU - Williams-Dobosz, Destiny
AU - Jeng, Amos
AU - Azevedo, Renato F.L.
AU - Bosch, Nigel
AU - Ray, Christian
AU - Perry, Michelle
N1 - Publisher Copyright:
© 2021 American Chemical Society and Division of Chemical Education, Inc.
PY - 2021/12/14
Y1 - 2021/12/14
N2 - 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.
AB - 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.
KW - Chemical Education Research
KW - Collaborative/Cooperative Learning
KW - First-Year Undergraduate/General
KW - Internet/Web-Based Learning
KW - Minorities in Chemistry
KW - Second-Year Undergraduate
KW - Women in Chemistry
UR - http://www.scopus.com/inward/record.url?scp=85120068675&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85120068675&partnerID=8YFLogxK
U2 - 10.1021/acs.jchemed.1c00839
DO - 10.1021/acs.jchemed.1c00839
M3 - Article
AN - SCOPUS:85120068675
SN - 0021-9584
VL - 98
SP - 3693
EP - 3703
JO - Journal of Chemical Education
JF - Journal of Chemical Education
IS - 12
ER -