The influence of personality on social participation in learning environments

Caspi, Avner; Chajut, Eran; Saporta, Kelly; Beyth‐Marom, Ruth

doi:10.1016/j.lindif.2005.07.003

Cited by 113 publications

(63 citation statements)

References 43 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

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: 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

144

122

View full text Add to dashboard Cite

show abstract

“…Most of them (e.g. Carell, 2006;Caspi et al, 2006;Caspi, Chajut & Saporta, 2008;Davies & Graf, 2005;Gao & Wong, 2008;Hesse & Giovis, 1997;Joyce & Kraut, 2006;de Laat et al, 2007;Wise et al, 2006) analyze communication by criteria such as number, length and regularity of messages, or media choice. More recent studies apply the social network analysis to online learning environments (de Laat et al, 2007).…”

Section: Participation In Online University Coursesmentioning

confidence: 99%

From participation to dropout: Quantitative participation patterns in online university courses

Nistor¹,

Neubauer²

2010

Computers & Education

108

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“…Many researchers also underpin the importance of individual differences in personal characteristics for learning outcome (cf. Busato et al 2000;ChamorroPremuzic and Furnham 2005;Bratko et al 2006;Caspi et al 2006). Learners have ideas and beliefs with regard to learning (Stodolsky et al 1991) and these learning conceptions are essential for the development of learning activities (e.g., Marton and Säljö 1976;Entwistle 1991;Van der Sanden 2004;Lonka and Lindblom-Ylänne 1996;Dahl et al 2005;Marriot and Marriott 2003).…”

Section: Towards a Conceptual Frameworkmentioning

confidence: 99%

Looking for students’ personal characteristics predicting study outcome

Bragt

Bakx

Bergen³

et al. 2010

High Educ

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The central goal of this study is to clarify to what degree former education and students' personal characteristics (the 'Big Five personality characteristics', personal orientations on learning and students' study approach) may predict study outcome (required credits and study continuance). Analysis of the data gathered through questionnaires of 1,471 Universities of Applied Sciences students make clear that former Education did not come forth as a powerful predictor for Credits or Study Continuance. Significant predictors are Conscientiousness and Ambivalence and Lack of Regulation. The higher the scores on Conscientiousness the more credits students are bound to obtain and the more likely they will continue their education. On the other hand students with high scores on Ambivalence and Lack of Regulation will most likely obtain fewer Credits or drop out more easily. The question arises what these results mean for the present knowledge economy which demands an increase of inhabitants with an advanced level of education. Finally, implications and recommendations for future research are suggested.

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The influence of personality on social participation in learning environments

Cited by 113 publications

References 43 publications

The role of academic motivation in Computer-Supported Collaborative Learning

The role of academic motivation in Computer-Supported Collaborative Learning

From participation to dropout: Quantitative participation patterns in online university courses

Looking for students’ personal characteristics predicting study outcome

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