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AutorenMartens, Thomas; Martens, Rob
TitelIncreasing intrinsic motivation in CSCL.
A monitoring instrument for motivational co-regulation.
QuelleAus: Brouwer, Natasa (Hrsg.); Giesbers, Bas (Hrsg.); Rienties, Bart (Hrsg.); van Gastel, Leendert (Hrsg.): Proceedings of student monility and ICT. Dimensions of transition. Amsterdam: FEBA ERD Press (2009) S. 114-120
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BeigabenLiteraturangaben, Abbildungen, Tabellen
Spracheenglisch
Dokumenttypgedruckt; online; Sammelwerksbeitrag
ISBN978-90-813727-2-5; 978-90-813727-2-5
SchlagwörterGruppenarbeit; Gruppendynamik; Lerngruppe; Motivationsförderung; Gruppenübung; Feed-back; Computerunterstütztes Lernen; Computereinsatz; Lernsituation; Motivation; Selbstregulation; Kooperatives Lernen; Intrinsische Motivation; Intervention; Randomisierung;
AbstractResearch has shown that Computer Supported Collaborative Learning (CSCL) may suffer strongly from suboptimal group processes such as the free rider effect, in which team members feel that some group members do less than others (Strijbos, Kirschner, & Martens, 2004). In most studies, the quality of the implementation of collaborative learning techniques - both the tools used and the organizational set up - is considered as crucial. In this study a complementary intervention was applied: to provide students with specific information on the motivational group process in order to evoke motivational co-regulation and thus improve intrinsic motivation. Therefore the "Quality of Working in Groups Instrument (QWIGI)" from Boekaerts & Minnaert (2003) was used. Each member of a learning group has to answer eight questions on a weekly base measuring Interest and the three psychological needs proposed by Deci & Ryan: Perceived Autonomy, Perceived Competency and Perceived Social Relatedness. The used online version provided an additional feedback modus, so that students got a tailored visual feedback of their scores compared to the group scores. With this feedback, the group members can discuss the current learning situation, identify lacking motivation and can therefore start to self- and co-regulate their motivation. The effects of this evoked group processes was tested in a study with randomized control groups at Bremen University in Germany (n=120) within the domain of learning statistics. Significant group differences for the intrinsic motivation at the end of the course prove that QWIGI can compensate negative motivational effects in a collaborative learning situation. From additional interview data (N=11) guidelines for the proper implementation of the QWIGI were extracted. These insights were used to create a QWIGI module for the open source e-learning software platform Moodle. A seamless integration in Moodle, freed from constraints of a randomized trial, seems to offer a fruitful base for amplifying the proven effects on intrinsic motivation (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
UpdateNeueintrag 2019-07
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