Virtual teamwork in very large undergraduate classes

Alexander, Patricia M

doi:10.1016/j.compedu.2004.09.004

Cited by 36 publications

(25 citation statements)

References 31 publications

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“…Finally, the degree of centrality with communication restricted to only higher cognitive discourse (Reply HC Degree) was measured, which implies communication labelled by CA as theoretical ideas, explication or evaluation. By building upon theoretical ideas, elaborating on argumentations of others and finally evaluating the arguments raised, learners construct their own mental model about complex problems (Alexander, 2006;Schellens & Valcke, 2005;Weinberger & Fischer, 2006). Second, the ego network density of each individual within the network (Size) was used, which measures to how many other learners a learner is directly connected.…”

Section: 32mentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

147

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: 32mentioning

confidence: 99%

The role of academic motivation in Computer-Supported Collaborative Learning

Rienties¹,

Tempelaar²,

Bossche³

et al. 2009

Computers in Human Behavior

147

122

View full text Add to dashboard Cite

show abstract

“…Alexander (2006) develops this point, arguing that today's diverse student body means that it is important to take cultural factors in account. The implication of this is that opportunities should be created to ensure that individuals and minorities are allowed to develop mental models within their own context.…”

Section: The Influences and Effects Of E-learningmentioning

confidence: 99%

“…The implication of this is that opportunities should be created to ensure that individuals and minorities are allowed to develop mental models within their own context. This has been described as the 'salad' model of diversity, where the richness of the mixture is seen as valuable, instead of the 'melting pot' where uniformity is encouraged (Alexander 2006).…”

Section: The Influences and Effects Of E-learningmentioning

confidence: 99%

“…Our results highlight the need to investigate further those students whose behaviour in the first October defines their university career. In particular, we need to study those factors highlighted by Selwyn (2000), Alexander (2006), Jackson et al (2000) and Corredor (2006).…”

Section: The Importance Of Self-efficacy In Learnersmentioning

confidence: 99%

“…These include the social, cultural, political and economic aspects of educational computing (Selwyn 2000;Alexander 2006); the motivational, affective and cognitive factors (Jackson et al 2000); and students' prior knowledge (Corredor 2006).…”

Section: Relationship Between Tracking and Performance Datamentioning

confidence: 99%

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