Experiences with CLARE: a computer-supported collaborative learning environment
International Journal of Human-Computer Studies
Situated Cognition: On Human Knowledge and Computer Representations
Situated Cognition: On Human Knowledge and Computer Representations
E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
Computers & Education - Methodological issue in researching CSCL
When to jump in: The role of the instructor in online discussion forums
Computers & Education
Looking for evidence of learning: Assessment and analysis methods for online discourse
Computers in Human Behavior
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Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-moderated online discussions. The results indicate that intrinsic motivation was significantly correlated with students' elaboration processes and knowledge transfer. However, no significant correlation was observed between intrinsic motivation and students' moderation behaviors. The findings suggest that instructional designers and teachers in online classes should integrate strategies to promote students' motivation, and more importantly, they should scaffold student moderators to achieve meaningful learning in peer-moderated online discussions.