Using Visualization to Motivate Student Participation in Collaborative Online Learning Environments.
Year: 2017
Type: article
Abstract: Introduction Research has suggested that participation, including social interactions in collaborative learning environments, is instrumental in motivating the students to learn and promote their learning satisfaction (Cobb, 2009; Hrastinski, 2009). In face-to-face learning environments, learners can naturally know who is an active participant in learning and which group is more collaborating, and subsequently be motivated to participate more by them. On the other hand, engaging students to participate in communities is not easy because many learners can be indolent and contribute very little (Barria, Scheihing, & Parra, 2014). Learners in collaborative learning environments need participation information of individuals and groups (Gross, Stary, & Totter, 2005). Providing this participation information to learners can support participation and learning outcomes (Nilsseon & Svensson, 2012). A few previous studies have reported that visualization tools for individual or group participation have potential effects on learning participation, collaborative activities, or group performance in communities (Janssen, Erkens, & Kirschner, 2011; Hsiao et al., 2012; Sun & Vassileva, 2006). These studies suggested the applicability of a visualization tool on participation; however, they had a limitation in that visualization tools were not properly designed based on theoretical backgrounds, and participation data for visualizing was used in a restricted manner. The aim of this study was to develop a visualization tool for participation information to motivate learners to participate actively in collaborative learning environments. The effects of a visualization tool were also investigated in terms of participation, perceived learning, perceived satisfaction, team project performance, and usability. Online participation and visualization In order to achieve the purpose of this study, participation was defined and the limitation of the previous studies related to visualization of participation was identified. A visualization of participation can help learners aware their participation level, so the types of awareness information were reviewed and the useful guidelines for visualizing information were summarized. Online participation Hrastinski (2008, p. 1761) defined participation as online participation is a process of learning by taking part and maintaining relations with others. Online participation involves many types of engaging activities, such as talking, writing, reading, watching, or thinking. These participation events can be collected and analyzed in collaborative learning environments. Many studies have found empirically that participation has positive effects on the learning satisfaction and retention as well as the learning outcomes (Alavi & Dufner, 2005; Morris, Finnegan, & Wu, 2005). After a survey targeting 1406 learners, the State University of New York reported that the most important factors influencing the learning effectiveness were (1) interaction with the teachers, (2) level of participation, and (3) interaction with classmates (Fredericksen et al., 2000). Morris et al. (2005) also proposed that participation has a positive effect on the learning outcomes. Online participation in collaborative learning environments can be defined operationally as a process of learning by accessing a range of learning environments, maintaining relationships with peers and instructors, performing individual or group work, and sharing ideas or learning materials. Visualization of participation A few studies have investigated the effects of visualizing individual or group participation on learner participation or learning outcomes. Sun and Vassileva (2006) created motivational community visualizations with static and dynamic versions in peer-to-peer file-sharing networks and examined their effects on participation and awareness of the learning community. …
Source: Educational Technology & Society
Author: Sung-Hee Jin
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2612580312