A dynamic analysis of why learners develop a preference for autonomous learners in CMC
Rienties, BC, Tempelaar, DT, Giesbers, B, Segers, M and Gijselaers, WH (2012) A dynamic analysis of why learners develop a preference for autonomous learners in CMC Interactive Learning Environments.
ILE_Motivation_4Surrey.pdf - Accepted version Manuscript
Available under License : See the attached licence file.
A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner, influences the communication and interaction patterns in an online Problem Based Learning environment. Given the complexity of CMC, we expected that autonomous learners would be more willing to contribute to cognitive discourse. In time, we expected that control-oriented learners would develop a preferential attachment to contribute to discourse from autonomous learners. Data were gathered from 37 autonomous and 39 control-oriented learners who posted 1669 messages. Using a dynamic multi-method approach of content analysis of cognitive and social discourse, social network analysis, and measures of academic motivation, we find some preliminary evidence that motivational orientation influences communication and social interaction patterns amongst learners. From the beginning, most control-oriented learners develop a preference to connect to and communicate with autonomous learners, although a separate team-analysis indicates that group dynamics also influence how learners develop connections with other learners in time. Our findings further the understanding of differences found in distance learning courses about participation and drop-out.
|Divisions :||Department of Higher Education|
|Date :||2 August 2012|
|Identification Number :||https://doi.org/10.1080/10494820.2012.707127|
|Related URLs :|
|Additional Information :||This is an Author's Accepted Manuscript of an article published in Interactive Learning Environments (2012) Copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/10494820.2012.707127|
|Depositing User :||Symplectic Elements|
|Date Deposited :||05 Feb 2013 17:50|
|Last Modified :||26 Nov 2014 14:13|
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