What do the numbers say? The influence of motivation and peer feedback on students' behaviour in online discussions

被引：65

作者：

Xie, Kui ^{[1
]}

机构：

[1] Mississippi State Univ, Dept Instruct Syst & Workforce Dev, Mississippi State, MS 39762 USA

来源：

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2013年 / 44卷 / 02期

关键词：

INTRINSIC MOTIVATION; PERCEIVED COMPETENCE; COMMUNICATION; ENGAGEMENT;

D O I：

10.1111/j.1467-8535.2012.01291.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Students' non-posting behaviour in online discussions is often neglected in educational research. However, it can be a potential indicator of student learning. This study examined the relationships between motivation, peer feedback and students' posting and non-posting behaviours in online discussions in a distance learning class. Fifty-seven college students participated in collaborative learning activities through online discussions. Their posting and non-posting behavioural data were tracked automatically in the discussion system. Results show that students spent a significant amount of time participating in non-posting activities. Motivation and peer feedback predicted both posting and non-posting behaviours in online discussions.

引用

页码：288 / 301

页数：14

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