Collaboration and psychological ownership: how does the tension between the two influence perceived learning?

Caspi, Avner; Blau, Ina

doi:10.1007/s11218-010-9141-z

Cited by 74 publications

(56 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Collaboration within a team can both improve the quality of the outcome (Blau & Caspi, 2009;Caspi & Blau, 2011) and save the time invested on preparing 1:1 lessons. As stated by a teacher from the science department, "We work as a team, so we distribute the work load.…”

Section: Collaboration Among Teachers On Digital Learning Designmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

Self Cite

View full text Add to dashboard Cite

Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

show abstract

Section: Collaboration Among Teachers On Digital Learning Designmentioning

confidence: 99%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

Self Cite

View full text Add to dashboard Cite

show abstract

“…"They found differences in psychological ownership, perceived quality of the document, but not in [students'] perceived learning, and believe that a collaboratively written document might have higher quality than a document written alone" (Brodahl et al, 2011, p. 79). They conclude that relation between perceived ownership and perceived learning is mediated by perceived quality of the written product (Caspi, & Blau, 2011) and improvement suggestions preferred over editing one another's writing (Blau, & Caspi, 2009a, 2009b.…”

Section: Positive Elements Of Usementioning

confidence: 99%

“…(Brodahl et al, 2011, p. 74) However the use of Google Docs (2008) and EtherPad (2008), being collaborative writing tools relatively comparable to wikis, remains a gap in research literature (Benson, 2012;Chu & Kennedy, 2011), though recently a number of contributions to the body of research have been made (Brodahl et al, 2011;Burden, 2012;Caspi & Blau, 2011;Cruz, Dominguez, Maia, Pedrosa, & Grams, 2013;Dishaw, Eierman, Iversen, & Philip, 2013;Garner, 2010;Oguilve, Vindas, & Moya, 2012;Tomlinson et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

Brodahl

Hansen

2014

JITE:Research

View full text Add to dashboard Cite

Google Docs and EtherPad are Web 2.0 tools providing opportunity for multiple users to work online on the same document consecutively or simultaneously. Over the last few years a number of research papers on the use of these collaborative tools in a teaching and learning environment have been published. This work builds on that of Brodahl, Hadjerrouit, and Hansen (2011) expanding its case study. The theoretical framework is the same as the one underlying Brodahl et al. (2011), drawing on two learning theories, the social-constructivist learning theory and the community of practice, and their relationships to collaborative tools. The literature review is extended to cover the recent research work in the field, related to Web 2.0 technologies in higher education.The case study of Brodahl et al. (2011) involved 201 education students who had just begun their four-year initial teacher education. However, 24 students are omitted in the current work, and the result tables from Brodahl et al. (2011) accordantly updated. Disregarding particular groups of students was due to their specific local dispersion, as they conducted their entire assignment and collectively reflective essay paper at the same physical location and, with respect to this, reported the use of collaborative tools as superfluous and unwanted in their setting.Partly based on the same survey, this work presents a case study investigating education students' perceptions of collaborative writing reflective essay papers. However, where Brodahl et al. (2011) presented a solely quantitative study derived from closed-ended questions, this work incorporates the survey's open-ended questions in a qualitative analysis. The analysis also draws on the students' written reflections on their experiences.The qualitative analysis supports the conclusion of Brodahl et al. (2011) that technical problems were a major issue, mostly related to EtherPad. All but one complaint about technical difficulties stemmed from EtherPad users during a limited period of time. Other major negative feedback concerned group size; several groups pointed out difficulties with organizing the work, problems of Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Education Students' Use of Collaborative Writing Tools keeping track when editing simultaneously, and failure to produce a unified document. Positive issues frequently m...

show abstract

“…'I enjoyed the interaction with the instructor during the lecture'; Range: 2.67-6.00, Median: 5.00, Mean: 5.07, SD: 0.68, Skewness: −0.73). A previous study (Caspi and Blau 2011) found the following reliability scores for the questionnaire subscales: cognitive subscale α = 0.74, emotional and social subscales α's = 0.90. In the current study, the following reliability scores were found: cognitive subscale α = 0.89, emotional subscale α = 0.76, social subscale: α = 0.77.…”

Section: Tools and Materialsmentioning

confidence: 75%

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Blau¹,

Weiser²,

Eshet-Alkalai³

2017

Research in Learning Technology

Self Cite

View full text Add to dashboard Cite

This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners' personality traits (extroversion-introversion and emotional stabilityneuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the 'poor get richer' principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.

show abstract

Collaboration and psychological ownership: how does the tension between the two influence perceived learning?

Cited by 74 publications

References 35 publications

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Education Students’ Use of Collaborative Writing Tools in Collectively Reflective Essay Papers

How do medium naturalness and personality traits shape academic achievement and perceived learning? An experimental study of face-to-face and synchronous e-learning

Contact Info

Product

Resources

About