Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Schoor, Cornelia; Bannert, Maria

doi:10.1016/j.learninstruc.2010.11.002

Cited by 55 publications

(30 citation statements)

References 49 publications

(82 reference statements)

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“…However these collaboration forums benefit self-motivated learners. Schoor & Bannert (2011) confirms that, "collaborative learning leads to greater skills acquisition for less self-efficacious participants" (p. 561).…”

Section: Resultssupporting

confidence: 62%

“…These include: lack of motivation which leads to higher drop-out rates in online distance education courses as reported in Schoor & Bannert (2011), reduced quality of access to socioeconomic marginalization of learners (Mills, 2010), difficulty to develop knowledge through these learning opportunities especially for students (Moos et al, 2009), anonymity of participants which leads to decreased self-awareness through deinviduation and could be a security threat (Ainsworth et al, 2011), less satisfaction and frustration due to limited skill and noise in communication and collaboration processes (Shpigelman, Weiss & Reiter, 2009). All these challenges relate to the threats and weaknesses given during interviews presented in Table 1 & Table 2.…”

Section: Resultsmentioning

confidence: 99%

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Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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Learning from anywhere anytime is a contemporary phenomenon in the field of education that is thought to be flexible, time and cost saving. The phenomenon is evident in the way computer technology mediates knowledge processes among learners. Computer technology is however, in some instances, faulted. There are studies that highlight drawbacks of computer technology use in learning. In this study we aimed at conducting a SWOT analysis on ubiquitous computing and computer-mediated social interaction and their affect on education. Students and teachers were interviewed on the mentioned concepts using focus group interviews. Our contribution in this study is, identifying what teachers and students perceive to be the strength, weaknesses, opportunities and threats of ubiquitous computing and computer-mediated social interaction in education. We also relate the findings with literature and present a common understanding on the SWOT of these concepts.Results show positive perceptions. Respondents revealed that ubiquitous computing and computer-mediated social interaction are important in their education due to advantages such as flexibility, efficiency in terms of cost and time, ability to acquire computer skills. Nevertheless disadvantages where also mentioned for example health effects, privacy and security issues, noise in the learning environment, to mention but a few. This paper gives suggestions on how to overcome threats mentioned. Keywords: Ubiquitous Computing, Education, SWOT, Computer-mediated social interaction INTRODUCTIONThe term "ubiquitous computing" was first coined by Mark Weiser of Xerox PARC in 1988 who wrote, "The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it" (Wesier, 1991). Weiser's visionary reflections of such technologies and those of others were later believed to have transformed the way we interact and go about our daily lives. Practically, today we live surrounded by "ubiquitous" technology which is "invisible" to us. Like Weiser, a similar dream was envisioned by Turing, the father of Artificial Intelligence (AI) when he noted that: "What I would very much like to do is to educate a computer, partly by direct training, partly by letting it find out things for itself. We don't know how to do this yet, but I believe that it will be achieved in the very near future" (Feigenbaum, 1996 p.102). What is evident today is that we do not find out "things" by ourselves but the computers do that for us. Our intellect is influenced by technology which makes our operations ubiquitous.

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Section: Resultssupporting

confidence: 62%

Section: Resultsmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

View full text Add to dashboard Cite

show abstract

“…Previous research has analyzed various motivational factors in collaborative learning (Jarvela, Volet, & Jarvenoja, 2010) and, specifically, in CSCL, such as goal orientations, expectancy and value components (e.g. Schoor & Bannert, 2011), intrinsic and extrinsic peer motivation (e.g. Kong, Kwok, & Fang, 2012), group composition and self-efficacy (Wang & Lin, 2007), co-regulation of learning (e.g.…”

Section: Collaborative Learning and Csclmentioning

confidence: 99%

An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts

Serrano-Cámara

Velasco

Hera

et al. 2014

Computers in Human Behavior

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“…The level of social interaction determines success or failure of knowledge management, which is why employees must remain with positive attitudes given that this behavior develops a natural vision to acquire, use, share, and exchange knowledge without sensing that they are work requirements [21], [22], [23], [24], [25], [26], [27], [28].…”

Section: Organizational Values Motivationmentioning

confidence: 99%

Systematic review of knowledge acquisition and representation techniques

et al. 2014

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The need to create mechanisms or systems to acquire, represent, and convey knowledge is one of the problems that have been given priority over years of research; the need for acquisition has generated the need for more compact models that conserve implicit and explicit knowledge generated within organizations. Within this environment, due to changes generated by knowledge management, enterprises recognize the importance of managing these intangible assets as a requirement to stay in the market and adapt to organizational and technological changes. Each organization must find its own way and recognize that intellectual capacity has become an important factor for the success of organizational development. The aim of this paper was to present the results of a systematic literature review through which we identified some knowledge acquisition and representation techniques that can be replicated in organizations to leverage internal and external knowledge to the organization and achieve sustainable competitive advantages. The results present administrative techniques related to organizational culture and values, as well as the definition of different types of alliances also identified as expert system technologies and social tools useful for knowledge acquisition and representation.Key words: Knowledge Management, Knowledge Acquisition, Knowledge Representation, organizational development ResumenLa necesidad de crear mecanismos o sistemas que permitan adquirir, representar y transmitir el conocimiento es uno de los problemas con prioridad que se ha dado en el transcurrir de los años de investigación; esta necesidad de adquisición ha generado la necesidad de contar con modelos más compactos que permitan conservar el conocimiento implícito y explicito que se genera dentro de las organizaciones. En este entorno, debido al cambio que ha generado la gestión del conocimiento, las empresas reconocen la importancia que tiene el manejo de estos bienes intangibles, como requisito para permanecer en el mercado y adaptarse a cambios organizativos y tecnológicos, cada organización debe encontrar su propio camino y reconocer que la capacidad intelectual se ha convertido en un factor importante para el éxito del desarrollo organizacional. El objetivo de este artículo es presentar los resultados de una revisión sistemática de la literatura mediante la cual se identifican algunas técnicas de adquisición y representación del conocimiento, que se pueden replicar en las organizaciones para aprovechar el conocimiento interno y externo a la organización y lograr ventajas competitivas sostenibles. Los resultados presentan técnicas administrativas relacionadas con la cultura y valores organizativos, así como la definición de diferentes tipos de alianzas, asimismo se identificaron tecnologías como los sistemas expertos y las herramientas sociales como útiles para la adquisición y representación de conocimiento.Palabras clave: Adquisición del Conocimiento, Desarrollo organizativo, Gestión del conocimiento, Representaciones de conocimi...

show abstract

Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Cited by 55 publications

References 49 publications

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

An evaluation of students’ motivation in computer-supported collaborative learning of programming concepts

Systematic review of knowledge acquisition and representation techniques

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