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Authors: Sharon Locke 1 ; Susan Thomas 2 ; Stephen Marlette 1 ; Georgia Bracey 1 ; Gary Mayer 1 ; Jerry Weinberg 1 ; Janet Holt 1 and Bradford White 1

Affiliations: 1 Southern Illinois University Edwardsville, United States ; 2 Truman State University, United States

ISBN: 978-989-758-108-3

ISSN: 2184-5026

Keyword(s): Blended Learning, Mentoring, Robotics, K-12 Education, Self-Efficacy, STEM

Related Ontology Subjects/Areas/Topics: Blended Learning ; Computer-Supported Education ; Educating the Educators ; K-12 Students ; Learning/Teaching Methodologies and Assessment ; Mentoring and Tutoring ; Social Context and Learning Environments

Abstract: This paper describes the findings of a research study of a blended-learning approach to train mentors of teams in the Botball® Educational Robotics Program. Botball is an international team-based robotics competition for secondary students designed to build skills in computer programming, robotics, teamwork, and problem solving. For this study, we recruited new teams comprising 8-10 middle school students per team and a mentor. Teams were randomly assigned to one of three treatment groups or a control group. Mentors of teams in the experimental groups received training in one of three types of mentor practices: best practices, mentoring for self-efficacy, or a combination of best practices and self-efficacy. The training format consisted of web-based self-paced tutorials, a face-to-face workshop, and webinars. Dependent variables were student post-test scores on three assessments: Efficacy for Science-Related Jobs, STEM Achievement-Related Choices, and STEM Self-Efficacy. A p riori statistical analyses showed no difference between the groups; however, post hoc analyses showed that the use of self-efficacy techniques was positively related to the three dependent measures. Post-competition surveys of mentor practices indicated that students in the treatment groups did not appear to receive distinctly different treatments, revealing some of the potential challenges of the blended learning approach for professional development of teachermentors. (More)

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Paper citation in several formats:
Locke, S.; Thomas, S.; Marlette, S.; Bracey, G.; Mayer, G.; Weinberg, J.; Holt, J. and White, B. (2015). Blended Learning Training for Mentors of STEM Team Competitions.In Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-108-3, ISSN 2184-5026, pages 331-337. DOI: 10.5220/0005487003310337

@conference{csedu15,
author={Sharon Locke. and Susan Thomas. and Stephen Marlette. and Georgia Bracey. and Gary Mayer. and Jerry Weinberg. and Janet Holt. and Bradford White.},
title={Blended Learning Training for Mentors of STEM Team Competitions},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2015},
pages={331-337},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005487003310337},
isbn={978-989-758-108-3},
}

TY - CONF

JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Blended Learning Training for Mentors of STEM Team Competitions
SN - 978-989-758-108-3
AU - Locke, S.
AU - Thomas, S.
AU - Marlette, S.
AU - Bracey, G.
AU - Mayer, G.
AU - Weinberg, J.
AU - Holt, J.
AU - White, B.
PY - 2015
SP - 331
EP - 337
DO - 10.5220/0005487003310337

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