Sharing and constructing perspectives in web-based conferencing

Häkkinen, Païvi; Järvelä, Sanna

doi:10.1016/j.compedu.2004.10.015

Cited by 54 publications

(49 citation statements)

References 17 publications

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“…In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. INTRODUCTION Recent findings in Computer-Supported Collaborative Learning (CSCL) indicate that learners contribute differently to discourse (Caspi, Chajut, Saporta, & Beyth-Marom, 2006;De Laat & Lally, 2003;Häkkinen & Järvelä, 2006). For example, Caspi, Gosky and Chajut (2003) analysed a total of 7706 messages of 47 courses at various faculties of the Open University in Israel and found that the majority (80%) of students contributed only a small amount (20%) of messages.…”

Section: Chapter 4 the Role Of Academic Motivation In Computer-suppormentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

143

119

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In recent years, increasing attention has been devoted to virtual learning. In the last decade, a large number of studies in Computer-Supported Collaborative Learning (CSCL) have assessed how social interaction, learning processes and outcomes in virtual settings are intertwined. Although recent research findings indicate that learners differ with respect to the amount and type of discourse contributed in virtual settings, little is known about the causes of these differences. The research presented here looks into the effects of motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. This study of 100 participants who were randomly distributed in six groups of 14 members collaborated in a virtual setting to remediate deficiencies in economics indicates that individuals differed with respect to the amount of discourse activity. Furthermore, an integrated multi-method approach (Content Analysis, Social Network Analysis and Academic Motivation Scale) was used in order to examine the impact of academic motivation on the type of discourse activity contributed and on the position of the learner in the social network. The results indicate that highly intrinsically motivated learners become central and prominent contributors to cognitive discourse. In contrast, extrinsically motivated learners contribute on average and are positioned throughout the social network. The research results reveal that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network

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Section: Chapter 4 the Role Of Academic Motivation In Computer-suppormentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

143

119

View full text Add to dashboard Cite

show abstract

“…The significance of shared goals in collaborative learning has gained momentum in recent research (Häkkinen and Järvelä 2006;Vauras et al 2003). The present study provides further empirical support for this position, and extends it by stressing its multi-dimensional benefits.…”

Section: Discussionmentioning

confidence: 99%

The role of self- and social directed goals in a problem-based, collaborative learning context

et al. 2013

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Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students' goal setting at the one side, and students' performance and group functioning on the other side.

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“…• facilitates distinguishing between differing viewpoints, accepting different interpretations Jonassen, Carr & Hsiu-Ping, 1998 • can provide a forum for knowledge-building activities Scardamalia & Bereiter 1999 • can foster collaborative learning within an organized community Hakkinen & Jarvela, 2006 • affords the chance to put thoughts "in the context of others'"…”

Section: Boyd 2003mentioning

confidence: 99%

Post-Secondary Students' Purposes For Blogging

Leslie

Murphy

2008

IRRODL

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The goal of the study was to explore post-secondary students' purposes for blogging with particular attention to the social and instructional purposes. The sample of blogs came from an all-women's college in the United Arab Emirates. Content analysis was conducted on eight blogs using previously tested instruments to identify social presence and knowledge construction. Authors of the blogs participated in a focus group discussion about the purposes for blogging. Findings revealed that the primary use of blogging was for social purposes. Self-disclosure was the most notable purpose for blogging, in addition to sharing emotional responses to learning. The lack of teaching presence may have influenced students' use of blogging for social rather than instructional purposes.

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Sharing and constructing perspectives in web-based conferencing

Cited by 54 publications

References 17 publications

The role of academic motivation in Computer-Supported Collaborative Learning

The role of academic motivation in Computer-Supported Collaborative Learning

The role of self- and social directed goals in a problem-based, collaborative learning context

Post-Secondary Students' Purposes For Blogging

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