The role of academic motivation in Computer-Supported Collaborative Learning

Abstract

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

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

“…Several researchers (Järvelä et al, 2011;Martens et al, 2004;Mayer, 2011;Rienties et al, 2009) argue that our understanding of how motivation influences learning behaviour in CMC is not well-understood. Given the openness, flexibility and freedom of most online collaborative settings, learners have (relatively) more autonomy to determine their learning actions in comparison to classroom settings Liu et al, 2011).…”

“…the perceived experience that a learner's behaviour is self-determined, autonomous, or intrinsically motivated) has a strong impact on learning outcomes Liu, Horton, Olmanson, & Toprac, 2011;Martens, Gulikers, & Bastiaens, 2004;Rienties, Tempelaar, Van den Bossche, Gijselaers, motivation, that is a drive to learn based on the satisfaction and pleasure of the activity of learning itself rather than external rewards, significantly predicted science knowledge post-test scores in a blended science game. found that perceived autonomy of 262 learners was the most significant factor predicting learning outcomes in two distance education programmes.…”

Distributed Cognition and Its Antecedents in the Context of Computer-Supported Collaborative Learning (CSCL)

“…Recent studies in CSCL have indicated the findings that learners contribute differently to discourse (Bullen, 1998;Calvani, Fini, Molino, & Ranieri, 2010;Messick, 1989;Rienties, Tempelaar, Van den Bossche, Gijselaers, & Segers, 2009). Individuals approach their learning with an aid of different ICTs tools, styles, and strategies (Barker, 2008;Biasutti, 2011;Zhu, Valcke, & Schellens, 2010), computer self-efficacy (CSE), and academic motivation.…”

“…Rienties et al (2009) have called for further research due to the reasons: (1) contributions to cognitive discourse and the potential solutions are needed; (2) how social interaction, learning processes and outcomes are intertwined in virtual settings; (3) little is known about learners differences regarding the amount and type of discourse contributed in virtual settings. Accordingly, the intent of this research is two-fold: (1) discuss distributed cognition as outcome indicator of CSCL effectiveness; (2) understand the determinants of distributed cognition across the three different communication channels (i.e., synchronous, asynchronous, and virtual reality).…”

“…Individuals approach their learning with an aid of different ICTs tools, styles, and strategies (Barker, 2008;Biasutti, 2011;Zhu, Valcke, & Schellens, 2010), computer self-efficacy (CSE), and academic motivation. Rienties et al (2009) have investigated the role of academic motivation in CSCL, i.e., motivation of learners on their contribution to discourse using the Deci and Ryan framework of (intrinsic/extrinsic) motivation. In light of time management, procrastination as in individual differences has been recognized as one of the most important in learning settings (Michinov, Brunot, Le Bohec, Juhel, & Delaval, in press).…”