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Intrinsic motivation and sense of community in online class environment
PROCEEDINGS

, Teachers College, Columbia University, United States

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined whether the usage of different features of web-based tools (i.e., text-based, visual tool) and structures of activities (i.e., individual, group activities) influence students’ intrinsic motivation and sense of community in online class environment. Twenty-three students participated in the study through graduate-level online courses. The results showed that the students who used text-based tool scored higher in intrinsic motivation and sense of community scores compared to those that used visual tools. The students who used the text-based tool in group activities increased their scores while students who used the visual tool in group activities decreased their scores. There was no difference in scores between the tools for students engaged in individual activities. The result showed that the features of the web-tools need to be taken into consideration when combining with specific individual or group activities to elicit motivation and sense of community.

Citation

Murai, Y. (2015). Intrinsic motivation and sense of community in online class environment. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 651-658). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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