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Connecting agents: engagement and motivation in online collaboration
Örebro University, School of Law, Psychology and Social Work. (Center for Developmental Research (CDR), Youth & Society (YeS))ORCID iD: 0000-0002-2773-4616
Department of Educational Studies, The Ohio State University, United States.
Department of Educational Studies, The Ohio State University, United States.
2015 (English)In: Computers in human behavior, ISSN 0747-5632, Vol. 49, 333-342 p.Article in journal (Refereed) Published
Abstract [en]

This paper explores the relationship between social engagement and motivation to share knowledge in a hybrid college class using a web infused curriculum. Online social engagement, operationalized through concepts such as connectivity, social presence and social space has been an important topic of research in web based education for more than a decade. An important sub-text of this research is that online social engagement supports higher levels of collaboration. Students who feel comfortable with and connected to their online learning community are much more likely to be active participants in that community, working together to develop and build knowledge systems. Much of this research refers to the more social/participatory based educational theories of John Dewey and L.S. Vygotsky. There is though a second component of collaboration that helps drive community building in this theoretical frameworks; motivation to engage in a shared, relevant, goal oriented activity. While most theories on social engagement assume natural relationships between online social engagement and motivation to participate in a community, this relationship is not often discussed and examined very often. This paper specifically compares the relationship between classroom connectedness and motivation to share knowledge between students in a hybrid, web infused class and a more traditionally oriented class with a small web component. Analysis did find a highly significant relationship between connectedness and motivation to share knowledge in the hybrid class but not in the traditional class, suggesting an important relationship, but one based at least partially in targeted experience. 

Place, publisher, year, edition, pages
2015. Vol. 49, 333-342 p.
Keyword [en]
Internet, Education, Collaboration
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-43456DOI: 10.1016/j.chb.2015.03.015ISI: 000355351800039Scopus ID: 2-s2.0-84925687644OAI: oai:DiVA.org:oru-43456DiVA: diva2:793689
Available from: 2015-03-09 Created: 2015-03-09 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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  • Other style
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