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Qualitative aspects of Professionally Guided Email Monologues (PGEM) – Results of a systematic application in 35 students
PROCEEDINGS

, SE-I International, Canada ; , University of Vienna, Austria

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Introduction: Focus and motivation is crucial to achieve goals in class. PGEM is an e-tool designed to address students (emotional) needs. Students can write to a professional who reads it and gives feedback if requested. Method: PGEM was taught via SKYPE to 35 students. Students were instructed to write whatever they had in mind-free association-use PGEM as frequent as they wish, request feedback if they wanted. 43 monologues from 25 individuals were qualitatively analysed according to a matrix of 11 categories. Results: 69.2% of all students prefer PGEMs over traditional journaling. 77% found writing PGEMs helpful to stay focussed on their goals. Only (30.8%) found feedback important for their learning process. Major themes: Biographical material, Expression of stress, uncertainty. Conclusions: PGEM outmatches traditional journaling, is an opportunity for relationship building, replaces informal exchange traditionally built in class. Examples of Monologues will be presented.

Citation

Eden, S. & Payrhuber, A. (2010). Qualitative aspects of Professionally Guided Email Monologues (PGEM) – Results of a systematic application in 35 students. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 642-645). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 26, 2020 from .