Collaborative learning did not appear to sustain trainees' motivation in the online programme¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The category learning online with others (M 66) did not rank among the highest-impact factors, and interviews showed scepticism about forums and group work. → Banegas 2014
Evidence¶
Banegas 2014¶
Banegas, D.L., & Manzur Busleimán, G. (2014). Motivating factors in online language teacher education in southern Argentina. Computers & Education, 76, 131–142. http://dx.doi.org/10.1016/j.compedu.2014.03.014
q2 · i? · associational · r1
Mixed survey and interview findings: the learning online with others category scored lower than autonomy and course status, and nine interviewees viewed forums as demotivating. The authors attribute this partly to "participants‟ poor assessment of forums and other LMS features."
"collaborative learning as reflected in “learning online with others” category did not appear to sustain participants‟ motivation. This may be explained by participants‟ poor assessment of forums and other LMS features and tools which should promote and facilitate collaborative learning."
Discussion¶
Related Claims¶
- Autonomy, course status, and course materials carried the highest motivation impact among survey categories — related
- Obtaining a teaching degree and accessibility in time and place were the main factors motivating trainees to enrol in an online language teacher education programme — related
- Gaps in reflective training: 42.9 per cent of trainees had not experienced on-line collaborative talk and 42 per cent had not been asked to produce written assignments about ELT in Oman — related
- Leaderboards prompt upward comparison with group members, continued effort, and forum-based opinion comparison in fully online courses — related
- The authors observed higher course motivation among students using the analogy-based simulations — related
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