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Conference Paper: Measuring motivation in collaborative inquiry-based learning contexts

TitleMeasuring motivation in collaborative inquiry-based learning contexts
Authors
KeywordsCollaborative inquiry-based project work
Motivation
Scale development
Issue Date2005
Citation
The 2005 International Conference on Computer Supported Collaborative Learning (CSCL 2005), Taipei, Taiwan, 30 May-4 June 2005. In Conference Proceedings, 2005, p. 68-75 How to Cite?
AbstractThis paper argues that for understanding motivation in collaborative inquiry-based learning settings, there is an urgent need to develop new instruments that can capture the impact of the changes from the learning of welldefined content to open-ended inquiry and from individual learning to groupbased learning on learning motivation. It reports on the development of such an instrument, the Collaborative Inquiry-based Project Questionnaire (CIPQ). Confirmatory factor analysis of the CIPQ data on six independent groups (n=269, 235, 173, 192, 300 and 254) of students who participated computer-supported collaborative learning (CSCL) projects has consistently yielded a five-factor model of motivation (Project Work, Social Learning, Task, Reinforcement and Social Pressure factors). The validity of CIPQ was indicated by the empirical relationship found between the five factor scores and independent measures of the levels of project engagement of the students. © 2005 international Society of the Learning sciences.
Persistent Identifierhttp://hdl.handle.net/10722/109501
ISBN
References

 

DC FieldValueLanguage
dc.contributor.authorChow, Aen_HK
dc.contributor.authorLaw, Nen_HK
dc.date.accessioned2010-09-26T01:24:59Z-
dc.date.available2010-09-26T01:24:59Z-
dc.date.issued2005en_HK
dc.identifier.citationThe 2005 International Conference on Computer Supported Collaborative Learning (CSCL 2005), Taipei, Taiwan, 30 May-4 June 2005. In Conference Proceedings, 2005, p. 68-75en_HK
dc.identifier.isbn978-080585782-5-
dc.identifier.urihttp://hdl.handle.net/10722/109501-
dc.description.abstractThis paper argues that for understanding motivation in collaborative inquiry-based learning settings, there is an urgent need to develop new instruments that can capture the impact of the changes from the learning of welldefined content to open-ended inquiry and from individual learning to groupbased learning on learning motivation. It reports on the development of such an instrument, the Collaborative Inquiry-based Project Questionnaire (CIPQ). Confirmatory factor analysis of the CIPQ data on six independent groups (n=269, 235, 173, 192, 300 and 254) of students who participated computer-supported collaborative learning (CSCL) projects has consistently yielded a five-factor model of motivation (Project Work, Social Learning, Task, Reinforcement and Social Pressure factors). The validity of CIPQ was indicated by the empirical relationship found between the five factor scores and independent measures of the levels of project engagement of the students. © 2005 international Society of the Learning sciences.en_HK
dc.languageengen_HK
dc.relation.ispartofComputer Supported Collaborative Learning 2005: The Next 10 Years - Proceedings of the International Conference on Computer Supported Collaborative Learning, CSCL 2005en_HK
dc.subjectCollaborative inquiry-based project worken_HK
dc.subjectMotivationen_HK
dc.subjectScale developmenten_HK
dc.titleMeasuring motivation in collaborative inquiry-based learning contextsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailLaw, N: nlaw@hku.hken_HK
dc.identifier.authorityLaw, N=rp00919en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-77954132723en_HK
dc.identifier.hkuros105570en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77954132723&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.spage68en_HK
dc.identifier.epage75en_HK
dc.identifier.scopusauthoridChow, A=11044168300en_HK
dc.identifier.scopusauthoridLaw, N=7005934146en_HK
dc.customcontrol.immutablesml 160205 - amend-

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