2015 s. stürmer innovations and new modes of

FELD 1

© FernUniversität in Hagen / Horst Pierdolla

Innovations and new modes of

teaching in flexible continuing

education

Prof. Dr. Stefan Stürmer

FELD 1

© FernUniversität in Hagen / Horst Pierdolla

Promises of a

Virtual Study-Buddy-Program

Lehrgebiet Sozialpsychologie

Prof. Dr. Stürmer

10.11.2015 Folie 3

Overview

1. Balancing flexibility and structure

2. A virtual study-buddy program

3. Evaluations

4. Further developments


Prof. Dr. Stürmer

Balancing flexibility and structure

Openness, flexibility and accessibility are the hallmarks of

distance education.

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But like with any freedom, “the more you have the more risk

you have”.


Prof. Dr. Stürmer

Drop-out rates in higher distance education

In fact, being a successful distance student (and effectively

dealing with the liberties provided by many distance education

programs) can be a demanding endeavor, however.

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Accordingly, dropout rates for distance education has been

reported to be higher as for classroom teaching (Carr, 2000).


Prof. Dr. Stürmer

One important explanation for higher drop-out rates is that

students in distance education have often limited opportunities

of social interactions with peers (e.g., Kim et al., 2011; Slagter,

van Tryon & Bishop, 2009).

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As a consequence, they experience a relative deprivation in

peer-to-peer-support (e.g., practical, informational and/or

emotional support), peer-to-peer feedback and peer-to-peer

responsibilities (three important factors contributing to student

success, see Kuh, 2010).

The issue of peer interactions


Prof. Dr. Stürmer

A main objective of our research was to create a structured

virtual peer-to-peer support program in order to address

this issue in the study entry phase (Stürmer et al., 2014)

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Prof. Dr. Stürmer

Online-

Motivation-

Monitor

„Study Guide“

Online-

Motivation-

Monitor

„Study Guide“

Virtual

Peer-Pairing

Programm

„Study-Buddy“

Virtual

Peer-Pairing

Programm

„Study-Buddy“

Stress

Inocculation-

Training

„Study Coach“

Stress

Inocculation-

Training

„Study Coach“

Self-organisation Social integration

Commitment

Institut für Psychologie

10.11.2015 Folie 9

• Peer-to-peer pairing program

• First semester students of the same degree program

• Duration of six weeks

• Phase 1 (3 weeks): Structured relationship building

• Phase 2 (3 weeks): Joint curricular activities

Key Features


Prof. Dr. Stürmer

Relationship Pre-Structured

Support

Building Activities

Feedback

A

B B

A

B

A

Virtual Environment (MOODLE)

B

A

Social Learning

Institutional

integration

B

A


Prof. Dr. Stürmer

10.11.2015 Folie 11

Program Evaluation

Eligible were all Psychology B.Sc. freshmen in summer semester

2013

Students were matched on a one-on-one basis to one other

freshmen

Over six weeks dyads engaged in pre-structured activities in a

protected virtual environment (MOODLE).


Prof. Dr. Stürmer

10.11.2015 Folie 12

Participants

Total N = 1614 participants (SB: 855, CG: 759)

Sociodemographics:

Age: M = 31.27 years (SD = 9.27, range 17 – 69 years)

1014 (72%) females

497 (35%) fulltime students

319 (26%) participants had a migrant background

Dyads: Intervention group 1: 428

Delayed interventon group 2: 427


Prof. Dr. Stürmer

10.11.2015 Folie 13

Fast friendship effects on liking

Repeated measurement main effect

F(2, 628) = 92.95, p < .001, η² = .23

5

5,1

5,2

5,3

5,4

5,5

5,6

5,7

5,8

5,9

6

week 1 week 2 week 3

group 1

group 2


Prof. Dr. Stürmer

10.11.2015

Folie 14

Predicting first semester exam registration (SB vs. CG, N

= 518, 2 months-follow up)

• Significant indirect effect of program participation on exam

registration via institutional integration („peer interactions“).

**p < .01; **p <.001.

program

participation

(yes / no)

institutional

integration

(end of program)

exam

registration

(yes / no)

.41*** .25**


Prof. Dr. Stürmer

10.11.2015 Folie 15

Participants‘ perspectives

„Gelohnt hat sich die Teilnahme am Study-Buddy-

Programm, weil ich mich nicht so einsam fühlte am

Anfang des Studiums. Ich habe jemanden kennengelernt

der die gleichen Interessen hat wie ich. [...] Ich könnte mir

vorstellen, mit meinem Buddy befreundet zu sein!“

Perzat F.


Prof. Dr. Stürmer

10.11.2015 Folie 16

Participants‘ perspectives

„Das Study-Buddy-Programm diente als sehr gute

Einstiegshilfe, es machte Lust und verbreitete Vorfreude

auf das anstehende Studium. [...] Die Tatsache, dass wir

auch als Team Aufgaben zu lösen hatten, stärkte mich,

insbesondere nach jeder gemeinsam bewältigten

Aufgabe. [...] Mein Buddy wurde mir sehr vertraut und das

wiederum half mir, mich hinsichtlich des Studiums nicht

alleine zu fühlen.“Stefanie B.


Prof. Dr. Stürmer

Homescreen

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Prof. Dr. Stürmer

Start

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Prof. Dr. Stürmer

Our duties

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Prof. Dr. Stürmer

Private Chats

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Prof. Dr. Stürmer

Supervision

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Prof. Dr. Stürmer

Generalizability across culturally diverse dyads

No systematic influences of cross-cultural composition of the

study-buddy dyads

One exception: gender composition

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Prof. Dr. Stürmer

Fast-Friendship-Procedure effective in establishing positive

and relatively enduring relationships among distance students

Conclusions

Effectiveness held true independent of intercultural (dis)similarities between students („personalization effect“ – exception: gender)

Positive effects on study-related behaviors („exam registration“)

mediated via an increased sense of institutional integration


Prof. Dr. Stürmer

10.11.2015 Folie 24

Thank you for your attention!

Education

2015 s. stürmer innovations and new modes of