Motivating Learners to Participate in Online Discussions: Lessons from Research for Teacher Preparation
PROCEEDINGS
Peter Albion, Cathy Weaver, University of Southern Queensland, Australia
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract
Online education is used widely across educational sectors for reasons including increased flexibility and improved learning opportunities. Significant investments have been made in provision of systems and software, and much has been written about instructional design and pedagogy in the new environments. Nevertheless, research suggests that the pedagogical potential of online education is not being fully realised and that preparation of instructors for working in the new environment should be a priority. Questions about what should be the content of such preparation arise. This paper responds to some of those questions by reporting on research about the motivation of learners for participating in online discussion and suggesting steps that online instructors may take to enhance motivation and participation for learning
Citation
Albion, P. & Weaver, C. (2006). Motivating Learners to Participate in Online Discussions: Lessons from Research for Teacher Preparation. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2451-2457). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from https://www.learntechlib.org/primary/p/22443/.
Keywords
References
View References & Citations Map- Allen, I.E., & Seaman, J. (2004). Entering the mainstream: The quality and extent of online education in the United States, 2003 and 2004. Needham, MA: Sloan Center for Online Education.
- Cavanaugh, C. (2004). Development and management of virtual schools: issues and trends. Hershey: Idea Group Inc.
- Christophel, D. (1990). The relationship among teacher immediacy behaviours, student motivation, and learning. Communication Education, 39, 292-306.
- Christophel, D., & Gorman, J. (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44(292-306).
- Clark, K., Jamison, T., & Sprague, D. (2005). Digital study groups: online learning environments in middle school. Journal of Interactive Online Learning, 3 (4), http://www.ncolr.org/jiol/ Issues/PDF/3.4.3.pdf.
- Cresswell, J.W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (Second ed.). Thousand Oaks, CA: Sage Publications.
- Dornyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.
- Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72.
- Gunawardena, C.N., & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-25.
- Johnston, S. (2004). Teaching anytime, anyplace, any pace. In C. Cavanaugh (Ed.), Development and management of virtual schools: issues and trends (pp. 116-134). Hershey: Idea Group Inc.
- Kapitzke, C., & Pendergast, D. (2005). Virtual schooling service: productive pedagogies or pedagogical possibilities. Teachers College Record, 107(8), 1626-1651.
- Kehrwald, B., Reushle, S., Redmond, P., Cleary, K., Albion, P.R., & Maroulis, J. (2005). Online pedagogical practices in the Faculty of Education at the University of Southern Queensland. Working Papers Series, from http://eprints.usq.edu.au/131/ McCombs, B.L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107 (8), 1582-1600.
- Moore, M.G. (1989). Three types of interaction. American Journal of Distance Education, 3 (2), 1-6.
- OECD. (2005). E-learning in tertiary education: Where do we stand? Paris: Organisation for Economic Co-operation and Development.
- Oliver, R. (2001). Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector. Australian Journal of Educational Technology, 17(2), 204-222.
- Pendergast, D., & Kapitzke, C. (2004). Virtual vignettes and pedagogical potentials: Insights into a Virtual Schooling Service. In C. Cavanaugh (Ed.), Development and management of virtual schools: issues and trends (pp. 192-215). Hershey: Idea Group Inc.
- Polhemus, L., Shih, L.-F., & Swan, K. (2001). Virtual interactivity: The representation of social presence in an online discussion. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
- Ragan, L.C. (1999). Good teaching is good teaching: An emerging set of guiding principles and practices for the design and development of distance education. CAUSE/EFFECT, 22(1).
- Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley& Sons.
- Tu, C.-H. (2000). An examination of social presence to increase interaction in online classrooms. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References