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Understanding the dynamics of motivation in socially shared learning
ARTICLE

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International Journal of Educational Research Volume 47, Number 2, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

The aim of this study was to gain an understanding of the dynamics of motivation in socially shared learning from both individual and group perspectives. Higher education students’ motivation was analysed in the context of collaborative learning tasks, applying quantitative and qualitative methods. The research questions were: (1) what kind of motivations and task-specific goals do individual students have and (2) how do they combine their motivations as a group in socially shared learning? Three- to five-member groups of university students (n=99) were observed as they worked with three different collaborative learning tasks in an educational psychology class. The experiment included differently organised conditions for collaboration, ranging from face-to-face situations to virtual collaboration situations which were perceived as motivationally and emotionally challenging. Self-reports and video-tapings were collected. The results show that the students who studied in face-to-face settings reported significantly more learning goals and fewer performance goals during the collaborative tasks than the students in the virtual group. Therefore, the collaborative process of volunteer face-to-face groups was analysed qualitatively and an attempt was made, by observing their shared motivation, to uncover the reasons why they achieved their learning goals.

Citation

Järvelä, S., Järvenoja, H. & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122-135. Elsevier Ltd. Retrieved October 15, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2007.11.012

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