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Oct. 20, 2014
CSE 591
Technologies for Online Learning Communities
Erin Walker
Motivation & Online Communities
Class Outline
Review of “Motivation” section so far.
Deeper look: What motivates people to participate in learning communities
Relevant socio-motivational constructs Ardichivili paper
Administrative matters
Activity
Class Outline
Review of “Motivation” section so far
Deeper look: What motivates people to participate in learning communities
Relevant socio-motivational constructs Ardichivili paper
Administrative matters
Activity
Kreijns, Kirschner, & Jochems (2003)
Taking a cognitive perspective on interaction is not enough to motivate people to engage.
Important to design environments to: Provide social contexts Increase social presence
Integrating LMS and Social Media
Social contexts: Filtering of task and non-task, adding chat, connections to social media, personal and professional spaces, common feeds and topic-specific feeds
Social presence: Adding chat, status updates, location sharing and events, push notifications, user statistics, displaying connections between users, profiles
Other: Sharing achievements, being able to friend and follow, like buttons, anonymous posting, reputation/skills
Raise several questions
Social contexts and social presence alone are inadequate to explain what’s going on.
Questions Why are social contexts effective? Why is it important to improve social
presence? What are the other social factors that
improve motivation?
Class Outline
Review of “Motivation” section so far
Deeper look: What motivates people to participate in learning communities
Relevant socio-motivational constructs Ardichivili paper
Administrative matters
Activity
Motivation
What are the kinds of things that motivate people to participate in online learning communities?
Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.
Social goals
Motivation is socially influenced.
Dowson, M., & McInerney, D. M. (2004). The development and validation of the goal orientation and learning strategies survey (GOALS-S). Educational and Psychological Measurement, 64(2), 290-310.
Social goals
Social affiliation goal wanting to achieve to enhance sense of
belonging to a group and to maintain social relationships
Social approval goal wanting to achieve to gain the approval of
peers, teachers, and parents
Social concern goal wanting to achieve to be able to assist others
in their academic or personal development
Social goals
Social responsibility goal wanting to achieve to meet social role
obligations
Social status goal wanting to achieve to attain
wealth/position in school or later in life.
Social Aspects of Motivation
Motivation is socially influenced and socially constructed.
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational psychologist, 45(1), 15-27.
Motivation as Socially Constructed
Affordances and constraints determine whether members engage.
Each group generates its own social dynamics.
Group motivation is emergent.
Alexandre Ardichivili
University of Minnesota
Professor in Organizational Leadership, Policy, and Development
Interested in:HR Development
Organizational Learning
Knowledge Management
Why share knowledge?
Personal benefits
Community-related considerations
Normative considerations
Paper takes an organizational perspective on knowledge sharing, but more broadly relevant to participation in online learning communities.
Personal benefits
Status and career advancement
Emotional benefits
Intellectual benefits
Material gain
Community-related considerations
Establish ties with others
Build a strong community
Protect against external threats
What are barriers to sharing knowledge?
Interpersonal Fear of criticism, fear of being misleading
Procedural Don’t know how to share, don’t know what can be
shared
Technological Lack of aptitude, negative attitudes towards
technology
Cultural E.g., saving face, power distance
Quiz
Which of the following is true about knowledge sharing in virtual communities of practice?
Most individuals are motivated to share knowledge because they see personal immediate benefit from doing so.
Cultures with high power distance are more likely to engage in knowledge sharing practices.
People may not share knowledge because they don't understand why doing so is important.
People tend to share their thoughts and opinions even when they are not certain they are correct.
Enablers of Knowledge Sharing
Organizational Culture Organizational culture should support
knowledge sharing
Trust Institutional, personal
Tools Technology design influences how
knowledge is shared
Relationship to Social Presence and Social Contexts
Surveyed motivators, barriers, and supports for knowledge sharing.
The ideas of improving social presence and providing social contexts are inadequate.
Missing piece: social capital
Social Capital
Social ties are a social resource called social capital.
Facilitates information exchange, knowledge sharing, and knowledge construction through continuous interaction, built on trust and maintained through shared understanding.
Social Capital
Structural dimension fundamental elements of the network
such as types of ties & organization of community
Content dimension types of norms, trust, shared
understanding, and other variables that hold people together
Benefits of social capital
Allows people to resolve collective problems more easily.
Makes interactions easy and enjoyable.
Preserve social norms & reduce delinquent behavior.
Facilitates cooperation and communication.
Facilitates the dissemination of information.
Increases commitment to the community.
How do you develop social capital in a group?
Connecting people.
Establishing trust.
Facilitating reciprocity.
Adopting common values and norms.
Maintaining shared understanding.
Maintaining cooperation.
Implications for the individual
Different individuals have different access to benefits provided by the social capital of a group.
Individuals may be motivated to Participate in groups with high social
capital Improve their ability to access resources
provided by social capital
Where are we at
Individuals are motivated by goals, incentive structures, their own interest, and their perceptions of themselves.
Some motivations are inherently social
Individuals participate in communities because of personal benefit, benefit to the community, or to comply with community norms.
Focus on creating communities with high social capital, high social presence, and social contexts.
Class Outline
Review of “Motivation” section so far.
Deeper look: What motivates people to participate in learning communities
Relevant socio-motivational constructs Ardichivili paper
Administrative matters
Activity
Feedback Survey
Link in the course schedule https://docs.google.com/forms/d/1CnBsT
vNWHGDFvPhqlKlGoMnSklcb-_dwlPCe_thaDc4/viewform
Anonymous – instructions after you submit for getting bonus credit.
You can have an impact on the direction of the course.
In-Class Activities
Participation credit for engaging in in-class activities.
Policy Write your names down for participating. If you can’t come to class, email me ahead
of time, and make it up. Can miss two without penalty.
Do not get someone to write your names down if you’re not in class.
Why not?
Moral perspective: Academic dishonesty
Practical perspective: Low penalty for missing class Easy to get caught cheating
Why not?
Principles of the class: Learning through participation Learning to be Self-directed learning
Community-centered perspective Reciprocity Mutual trust Mutual respect
Future Consequences
Any group caught in the future will have all their participation points revoked.
Class Outline
Review of “Motivation” section so far.
Deeper look: What motivates people to participate in learning communities
Relevant socio-motivational constructs Ardichivili paper
Administrative matters
Activities
Final Activity #1
Find one good and one bad example of an online learning community that encourages overall quantity of interaction.
Explain your answers by talking about how the features of each community influence interaction quantity.
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