NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1024098
Record Type: Journal
Publication Date: 2014-Apr
Pages: 20
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1696-2095
Effects of Feeding Back the Motivation of a Collaboratively Learning Group
Schoor, Cornelia; Kownatzki, Salome; Narciss, Susanne; Körndle, Hermann
Electronic Journal of Research in Educational Psychology, v12 n1 p191-210 Apr 2014
Introduction: Motivation is an important issue in both face-to-face and computer-supported collaborative learning. There are several approaches for enhancing motivation, including group awareness tools that provide feedback on the group's motivation. However, this feedback was rarely unconfounded with other constructs. Additionally, it is only assumed and not investigated that the learners talk about their feedback and then remedy motivational problems which leads to the observed motivation gain. Method: In our experimental study, triads worked on a collaborative learning task either with (N = 33) or without (N = 18) a motivational feedback tool. Triads with a feedback tool were either prompted to discuss their results or not. We assessed motivation and knowledge before and after their work. Results: We found no effect of the feedback tool on motivation or knowledge. Whether feedback was discussed or not made no difference. Discussion and Conclusion: These results indicate that a motivational feedback tool is only effective under specific circumstances which must be further researched.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A