Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition

Learning and Instruction

Volumn 21, Issue 4, 2011, Pages 560-573

  Schoor, Cornelia ^a   Bannert, Maria ^b  

^a DRESDEN UNIVERSITY OF TECHNOLOGY   (Germany)

^b CHEMNITZ UNIVERSITY OF TECHNOLOGY   (Germany)

Author keywords

Collaborative learning; Computer supported learning; Knowledge acquisition; Learning activities; Motivation

Indexed keywords

EID: 79955571960     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2010.11.002     Document Type: Article

References (68)

1. Ainley M., Hidi S. Dynamic measures for studying interest and learning. Advances in motivation and achievement: New directions in measures and methods 2002, 43-76. JAI, Amsterdam. P. Pintrich, M. Maehr (Eds.).
2. Ainley M., Hidi S., Berndorff D. Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology 2002, 94(3):545-561.
3. Ainsworth S., Gelmini-Hornsby G., Threapleton K., Crook C., O'Malley C., Buda M. Anonymity in classroom voting and debating. Learning and Instruction 2011, 21(3):365-378.
4. Astleitner H. A review of motivational and emotional strategies to reduce drop out in webbased distance education. Neue Medien in Unterricht, Aus- und Weiterbildung. Aktuelle Ergebnisse empirisch-pädagogischer Forschung 2000, 17-24. Waxmann, Münster. D. Leutner, R. Brünken (Eds.).
5. Bandura A. Self-efficacy: The exercise of control 1997, Freeman and Company, New York.
6. Bannert M., Mengelkamp C. Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?. Metacognition and Learning 2008, 3(1):39-58.
7. Baron R., Kenny D. The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 1986, 51(6):1173-1182.
8. Bartholomé T., Stahl E., Pieschl S., Bromme R. What matters in help-seeking? A study of help effectiveness and learner-related factors. Computers in Human Behavior 2006, 22:113-129.
9. Cress U. The need for considering multilevel analysis in CSCL research - An appeal for the use of more advanced statistical methods. International Journal of Computer-Supported Collaborative Learning 2008, 3(1):69-84.
10. Day E.A., Boatman P.R., Kowollik V., Espejo J., McEntire L.E., Sherwin R.E. Collaborative training with a more experienced partner: remediating low pretraining self-efficacy in complex skill acquisition. Human Factors 2007, 49(6):1132-1148.
11. De Wever B., Van Keer H., Schellens T., Valcke M. Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors. Learning and Instruction 2010, 20(5):349-360.
12. Del Favero L., Boscolo P., Vidotto G., Vicentini M. Classroom discussion and individual problem-solving in the teaching of history: do different instructional approaches affect interest in different ways?. Learning and Instruction 2007, 17(6):635-657.
13. Doise W., Mugny G. The social development of the intellect 1984, Pergamon Press, Oxford.
14. Eccles J., Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology 2002, 53(1):109-132.
15. Elliot A., McGregor H., Gable S. Achievement goals, study strategies, and exam performance: a mediational analysis. Journal of Educational Psychology 1999, 91:549-563.
16. Fischer F., Bruhn J., Gräsel C., Mandl H. Fostering collaborative knowledge construction with visualization tools. Learning and Instruction 2002, 12(2):213-232.
17. Graham J. Missing data analysis: making it work in the real world. Annual Review of Psychology 2009, 60:549-576.
18. Hakkarainen K., Lipponen L., Järvelä S., Niemivirta M. The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research 1999, 21(3):263-281.
19. Heckhausen H. Achievement motivation and its constructs: a cognitive model. Motivation and Emotion 1977, 1(4):283-329.
20. Hijzen D., Boekaerts M., Vedder P. Exploring the links between students' engagement in cooperative learning, their goal preferences and appraisals of instructional conditions in the classroom. Learning and Instruction 2007, 17(6):673-687.
21. Howley, I., Chaudhuri, S., Kumar, R., & Rosé, C. (2009). Motivation and collaborative behavior: an exploratory analysis. Paper presented at the computer supported collaborative learning (CSCL 2009), June 2009, Rhodes.
22. Järvelä S., Järvenoja H., Veermans M. Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research 2008, 47(2):122-135.
23. Johnson D., Johnson R. Positive interdependence: Key to effective cooperation. Interaction in cooperative groups. The theoretical anatomy of group learning 1992, 174-199. Cambridge University Press, New York. R. Hertz-Lazarowitz, N. Miller (Eds.).
24. Karau S.J., Williams K.D. Social loafing: a meta-analytic review and theoretical integration. Journal of Personality and Social Psychology 1993, 65(4):681-706.
25. Kenny D., Kashy D., Cook W. Dyadic data analysis 2006, The Guilford Press, New York.
26. Kerr N.L. Motivation losses in small groups: a social dilemma analysis. Journal of Personality and Social Psychology 1983, 45(4):819-828.
27. King A. Guiding knowledge construction in the classroom: effects of teaching children how to question and how to explain. American Educational Research Journal 1994, 31(2):338-368.
28. Krapp A. Interest, motivation and learning: an educational-psychological perspective. European Journal of Psychology of Education 1999, 14(1):23-40.
29. Landis J.R., Koch G. The measurement of observer agreement for categorial data. Biometrics 1977, 33(1):159-174.
30. Larson J.R. In search of synergy in small group performance 2010, Psychology Press, New York.
31. Littleton K., Häkkinen P. Learning together: Understanding the processes of computer-based collaborative learning. Collaborative learning. Cognitive and computational approaches 1999, 20-30. Elsevier, Amsterdam. P. Dillenbourg (Ed.).
32. Mäkitalo-Siegl K., Kohnle C., Fischer F. Computer-supported collaborative inquiry learning and classroom scripts: effects on help-seeking processes and learning outcomes. Learning and Instruction 2011, 21(2):257-266.
33. McDaniel M.A., Roediger H.L., McDermott K.B. Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review 2007, 14(2):200-206.
34. McQuiggan S.W., Lester J.C. Diagnosing self-efficacy in intelligent tutoring systems: An empirical study. Intelligent tutoring systems 2006, 565-574. Springer, Heidelberg. M. Ikeda, K. Ashley, T.-W. Chan (Eds.).
35. Moos D., Marroquin E. Multimedia, hypermedia, and hypertext: motivation considered and reconsidered. Computers in Human Behavior 2010, 26(3):265-276.
36. Murphy P., Alexander P. A motivated exploration of motivation terminology. Contemporary Educational Psychology 2000, 25(1):3-53.
37. Narciss S. Informatives tutorielles Feedback: Entwicklungs- und Evaluationsprinzipien auf der Basis instruktionspsychologischer Erkenntnisse 2006, Waxmann, Münster.
38. Narciss S., Körndle H. Benefits and constraints of distributed cognition in foreign language learning. Creating a web-based tourist guide for London. Journal of Research on Technology in Education 2008, 40(3):281-307.
39. Nastasi B., Clements D. Social-cognitive behaviors and higher-order thinking in educational computer environments. Learning and Instruction 1992, 2:215-238.
40. Nokelainen P., Miettinen M., Kurhila J., Floréen P., Tirri H. A shared document-based annotation tool to support learner-centred collaborative learning. British Journal of Educational Technology 2005, 36(5):757-770.
41. Pajares F. Self-efficacy beliefs in academic settings. Review of Educational Research 1996, 66(4):543-578.
42. Pintrich P. Motivation and classroom learning. Handbook of psychology: Educational psychology 2003, Vol. 7:103-122. Wiley & Sons, Hoboken, NJ. W. Reynolds, G. Miller (Eds.).
43. Pintrich P., De Groot E. Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 1990, 82(1):33-40.
44. Pintrich P., Smith D., McKeachie W.J. Motivated strategies for learning questionnaire (MSLQ) 1989, University of Michigan, Ann Arbor.
45. Reimann P. Time is precious: Why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods). Minds, minds, and society. Proceedings of the computer-supported collaborative learning conference (CSCL 2007) 2007, 598-607. International Society of the Learning Sciences, New Brunswick, NJ. C. Chinn, G. Erkens, Puntambekar (Eds.).
46. Renkl A. Lernen durch Erklären: Was, wenn Rückfragen gestellt werden?. Zeitschrift für Pädagogische Psychologie 1997, 11(1):41-51.
47. Rheinberg F. The motivational analysis of high-risk sport. Motivation, intention, and volition 1987, 249-259. Springer, Berlin. F. Halisch, J. Kuhl (Eds.).
48. Rheinberg F., Vollmeyer R., Rollett W. Motivation and action in self-regulated learning. Handbook of self-regulation 2000, 503-529. Academic Press, San Diego. M. Boekaerts, P. Pintrich, M. Zeidner (Eds.).
49. Schoor C. Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen 2010, Logos, Berlin.
50. Schoor, C., & Bannert, M. Aspects of dynamics in motivation, submitted for publication.
51. Schunk D., Pajares F. Competence perceptions and academic functioning. Handbook of competence and motivation 2007, 85-104. Guilford, New York. A. Elliot, C. Dweck (Eds.).
52. Sins P., Van Joolingen W., Savelsbergh E., Van Hout-Wolters B. Motivation and performance within a collaborative computer-based modeling task: relations between students' achievement goal orientation, self-efficacy, cognitive processing, and achievement. Contemporary Educational Psychology 2008, 33(1):58-77.
53. Spinath B., Stiensmeier-Pelster J., Schöne C., Dickhäuser O. SELLMO: Skalen zur Erfassung der Lern- und Leistungsmotivation 2002, Hogrefe, Göttingen.
54. Strijbos J.-W., Martens R., Prins F., Jochems W. Content analysis: what are they talking about?. Computers & Education 2006, 46:29-48.
55. Summers M., Volet S. Group work does not necessarily equal collaborative learning: evidence from observations and self-reports. European Journal of Psychology of Education 2010, 25(4):473-492.
56. Taylor D.W. Problem solving by groups. Acta Psychologica 1955, 11:218-219.
57. Van Boxtel C., Van der Linden J., Kanselaar G. Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction 2000, 10(4):311-330.
58. Veenman S., Denessen E., van den Akker A., van der Rijt J. Effects of a cooperative learning program on the elaborations of students during help seeking and help giving. American Educational Research Journal 2005, 42(1):115-151.
59. Vollmeyer R., Rheinberg F. Motivational effects on self-regulated learning with different tasks. Educational Psychology Review 2006, 18(3):239-253.
60. Wang S.-L., Lin S. The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning. Computers in Human Behavior 2007, 23:2256-2268.
61. Webb N.M. Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education 1991, 22:366-389.
62. Webb N.M., Palincsar A.S. Group processes in the classroom. Handbook of educational psychology 1996, 841-873. Macmillan, New York. D.C. Berliner, R.C. Calfee (Eds.).
63. Weinberger A. Scripts for computer-supported collaborative learning: Effects of social and epistemic cooperation scripts on collaborative knowledge construction 2003, (Dissertation). Retrieved from. http://edoc.ub.uni-muenchen.de/1120/1/Weinberger_Armin.pdf.
64. Weinberger A., Fischer F. A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education 2006, 46:71-95.
65. Weinberger A., Stegmann K., Fischer F. Knowledge convergence in collaborative learning: concepts and assessment. Learning and Instruction 2007, 17:416-426.
66. Wigfield A., Eccles J. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 2000, 25(1):68-81.
67. Wild K.-P., Schiefele U. Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie 1994, 15:185-200.
68. Wolf K., Prasser C. Motivation und Problemlösefähigkeit in Online-Seminaren. Vorbedingung oder Resultat von Kommunikation und Kollaboration?. Zeitschrift für e-Learning 2006, 1(1):21-31.