Computers in Human Behavior
The role of academic motivation in Computer-Supported Collaborative Learning
Computers in Human Behavior
Motivation in online learning: Testing a model of self-determination theory
Computers in Human Behavior
Developing the role concept for computer-supported collaborative learning: An explorative synthesis
Computers in Human Behavior
Design exemplars for synchronous e-learning: A design theory approach
Computers & Education
Design exemplars for synchronous e-learning: A design theory approach
Computers & Education
The role of scaffolding and motivation in CSCL
Computers & Education
Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality
Are the architecture students prepared for the use of mobile technology in the classroom?
Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality
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Web-videoconference systems offer several tools (like chat, audio, and webcam) that vary in the amount and type of information learners can share with each other and the teacher. It has been proposed that tools fostering more direct social interaction and feedback amongst learners and teachers would foster higher levels of engagement. If so, one would expect that the richer the tools used, the higher the levels of learner engagement. However, the actual use of tools and contributions to interactions in the learning situation may relate to students' motivation. Therefore, we investigated the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics (N=110). In line with our assumptions, we found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivation and the grade on the final exam. Students' tool use and participation were significantly correlated with each other and with exam scores, but participation appeared to be a stronger predictor of the final exam score than tool use. This study adds to the knowledge base needed to develop guidelines on how synchronous communication in e-learning can be used.