The influence of group size on nonmandatory asynchronous instructional discussion groups

Caspi, Avner; Gorsky, Paul; Chajut, Eran

doi:10.1016/s1096-7516(03)00043-5

Cited by 58 publications

(40 citation statements)

References 7 publications

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“…Although these results have already been found in other studies (e.g. Caspi et al, 2003;De Laat et al, 2007;Järvelä et al, 2008;Schellens & Valcke, 2005;Veermans & Lallimo, 2007), this study is the first to empirically demonstrate that motivation is one of the determinants explaining the differences in the amount and quality of contributions to discourse in online settings. We find that highly intrinsically motivated learners contribute more task-related discourse than other types of learners.…”

Section: Discussionsupporting

confidence: 61%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

144

122

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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: Discussionsupporting

confidence: 61%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

144

122

View full text Add to dashboard Cite

show abstract

“…We hypothesized that for forums in the exact sciences, active participation and levels of social presence, teaching presence, and cognitive presence would be significantly higher than for forums in the humanities. These hypotheses are based on empirical findings reported by Gorsky and Caspi (Caspi, Gorsky, & Chajut, 2003;Gorsky, Caspi, & Tuvi-Arad, 2004, Gorsky, Caspi, & Trumper, 2004Gorsky, Caspi, & Smidt, 2007).…”

Section: The Current Study: Rationale and Hypothesesmentioning

confidence: 99%

The relationship between academic discipline and dialogic behavior in open university course forums

Gorsky¹,

Caspi²,

Antonovsky³

et al. 2010

IRRODL

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The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students' and instructors' active participation in the forum (posting a message) as well as amounts and proportions of "teaching presence," "cognitive presence," and "social presence." We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types.

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“…It has been found that learners contributions to discourse differ substantially in online settings (Caspi, Gorsky, & Chajut, 2003;De Laat, Lally, Lipponen, & Simons, 2007). For example, Caspi, Gosky and Chajut (2003) analysed a total of 7706 messages for 47 courses at various faculties of the Open University in Israel and found that the majority (80%) of students contributed only a small number of messages.…”

Section: The Role Of Scaffolding and Motivation In Csclmentioning

confidence: 99%

“…Nonetheless, participation and continued contribution to discourse in CSCL cannot be taken for granted (Bromme, Hesse, & Spada, 2005;Kirschner, et al, 2008). In particular when learners are interacting using lean ICT-tools like discussion forums, establishing a critical mass of interaction, whereby (almost) all participants contribute actively to cognitive discourse, is troublesome (Caspi, et al, 2003;Hammond, 2000;Schellens & Valcke, 2005;Schellens & Valcke, 2006) and may be subject to a variety of characteristics both of the environment and of the learner. Hammond (2000) argues that a substantial threshold needs to be crossed before learners start to contribute to discussion forums.…”

Section: Theoretical Background Of Redesignmentioning

confidence: 99%

The role of scaffolding and motivation in CSCL

Rienties

Giesbers

Tempelaar

et al. 2012

Computers & Education

127

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Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal guidance, which require learners to be more autonomous and self-directed, CSCL may provide conditions more conducive to learners comfortable with greater autonomy. Using quasi-experimental research, this paper examines the impact of a redesign of an authentic CSCL environment, based upon principles of Problem-Based Learning, which aimed to provide a more explicit scaffolding of the learning phases for students. It was hypothesised that learners in a redesigned 'Optima' environment would reach higher levels of knowledge construction due to clearer scaffolding. Furthermore, it was expected that the redesign would produce a more equal spread in contributions to discourse for learners with different motivational profiles.

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The influence of group size on nonmandatory asynchronous instructional discussion groups

Cited by 58 publications

References 7 publications

The role of academic motivation in Computer-Supported Collaborative Learning

The role of academic motivation in Computer-Supported Collaborative Learning

The relationship between academic discipline and dialogic behavior in open university course forums

The role of scaffolding and motivation in CSCL

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