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- W3213743464 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." @default.
- W3213743464 created "2021-11-22" @default.
- W3213743464 creator A5006629858 @default.
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- W3213743464 creator A5059596249 @default.
- W3213743464 creator A5067808624 @default.
- W3213743464 date "2021-11-15" @default.
- W3213743464 modified "2023-10-17" @default.
- W3213743464 title "Ask for Help: Online Help-Seeking and Help-Giving as Indicators of Cognitive and Social Presence for Students Underrepresented in Chemistry" @default.
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- W3213743464 doi "https://doi.org/10.1021/acs.jchemed.1c00839" @default.
- W3213743464 hasPublicationYear "2021" @default.
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