Introduction
The rapid global advancement into technological transition has led to enhanced IT applications from industrial to educational field. Concerning the educational perspective, IT development has widened up educational opportunities to students who may be could not afford to acquire education due to geographical factors or financial and time constraints, among others.
Xie et al. (2011) affirm that developed computer software and related applications have enabled Computer-Supported Collaborative Learning activities to extend internationally, which people commonly refer to as “distance-learning” within universities and tertiary colleges. Active learning is one of the distance-learning components that have received substantial attention among students over the past decades.
According to Prince (2004), active learning generally refers to instructional methods used by lectures to engage students in lively participative learning. Active online learning calls for maximum cooperation and is normally challenging without proper motivation. Therefore, this essay examines the role of motivation in online collaboration from an active learning perspective based on prior empirical studies conducted.
Motivation
Motivation conventionally refers to an inducement or force that drives individuals to convert their feelings into action. Motivation probably remains the most fundamental thing that learners or workers need to improve their performance. Xie et al. (2011) assert that motivation “is a dynamic internal construct that reflects students’ emotional and psychological state during a certain time period” (p.18).
As encompassed in other studies examining the impact of motivation in improving students learning in distance learning, unsuccessfulness in students has been resulting from lack of proper participation, with motivation being the most important factors. This assertion means that motivation is the most contributing factor to students’ success in all forms of learning systems.
In the context of distance learning, motivation has been a driving force in improving the social interaction, which is the most imperative in active learning aspect that influences collaborative problem-solving. Despite this element, distance learning has been remained a challenge among learners due to underutilisation of motivation.
Active learning
As described earlier, active learning is a learning method used by teachers, tutors, instructors, and lectures to increase students’ engagement by conducting meaningful activities that result to integration of new ideas into the learning. Prince (2004) postulates, “The core elements of active learning are student activity and engagement in the learning process” (p.223).
Active learning has been in existence since time immemorial with students engaging in homework and laboratory practical activities as traditional lecturing techniques. Therefore, with the continuity of such practices within educational departments in several countries, traditional practices might soon be doomed considering the enhanced technology in all spheres of life.
This aspect has led to an active online discussion, popularly known as online learning or distance learning. According to Chiong and Jovanovic (2012), active learning in distance learning perspective may include individual online participation, online collaborative group work, online problem-based learning, or online cooperative learning, which all involve active participation in the online discussions.
Within the active learning perspective, Computer-Supported Collaborative Learning forms the core discussion of this paper. Collaborative learning is progressively becoming one of the instructional online learning approaches that are empirically proven through several studies.
Collaborative online learning groups have increased joint intellectual effort by students in their participation, with students working in groups of more than two individuals mutually searching for better understanding elucidations towards a common goal (Prince, 2004).
Collaborative learning normally becomes challenging under limited motivation, but if well practiced, students are capable of reaching their high academic expectations. Encompassed in both intrinsic and extrinsic motivation, famous theories including Self-Determination Theory have been useful in determining students’ participation in online discussions, with prior evidence by other studies revealing that motivation is a key learning factor that enhances students’ participation in distance learning (Xie, et al. 2011).
In fact, the main purpose of establishing online discussions in distance learning was primarily to extend collaborative learning approaches to overcome the monotonous traditional class attending approaches, which have become less enthusing.
Computer-Supported Collaborative learning mainly includes learning online using computer applications. It represents a significant shift from traditional monotony of lecture-cantered locale in universities and tertiary colleges.
Online collaborative learning has changed the students’ perception from dismal attitudes towards active learning as students find learning as a constructive process, an inherently social process, and a diverse practice where they can achieve their educational goals through enhanced involvement, civic responsibility, cooperation, and teamwork (Chiong & Jovanovic, 2012).
Primarily, collaborative learning activities range from classroom discussions involving short lectures or the entire class period or term depending on the activity and the instructor.
In the context of online learning, despite the commitment and the fatigue limitations, it provides a flexible learning environment where learners are capable of meeting their lecturers in the most convenient time. This aspect gives learners to prepare comprehensively for the forthcoming activities with no limits to their geographical boundaries or time factors.
Motivation and Collaborative learning
As an important aspect in all spheres of life, motivation is most significant in Computer-Supported Collaborative Learning activities. Collaborative learning is a challenging learning approach, as it requires maximum cooperation and individual commitment to achieve expected goals. Collaborative learning is challenging, and thus self-determination or intrinsic motivation is a crucial ingredient of success.
Therefore, students with high self-determination demonstrate higher persistence by having superior ability to manage failure, enhanced positive self-perceptions, and improved quality task engagement (Xie, et al., 2011). Motivation resulting from the word motive provides students with the needed force towards accomplishing the primary objectives established in the course work on the collaborative learning program.
Chiong and Jovanovic (2012) affirm that studying online is considerably a very lonely process, and thus sharing knowledge and experiences while learning in a group discussion broadly provides support and intrinsic motivation among students participating in distance learning programs. Motivation definitely provides an enthusing environment for students to continue increasing their engagement in collaborative learning.
Empirical evidence
Several studies have investigated the effectiveness of motivation in learning institutions in the context of both intrinsic and extrinsic motivation. From such studies, evidence has proved the significance of motivation beyond human imagination.
This study specifically concentrates on four studies conducted on issues regarding the influence of motivation in Computer-Supported Collaborative Learning activities to provide empirical evidence to the study.
These studies address each of the issues associated with motivation and its impact within the active distance learning perspective. Some of the discussions will involve the perception held by researchers and individuals, especially the students on collaborative online active discussion.
This study reviews some old studies conducted by Prince (2004), Jones and Issroff (2005), coupled with some of the latest studies by Chiong and Jovanovic (2012) and finally Xie et al. (2011). However, to provide a clear insight into the subject matter, this study concentrates with two most important studies by Chiong and Jovanovic (2012) and Xie et al. (2011).
First study
Conducting a study on the Collaborative Learning in Online Study Groups, the research designed by Chiong and Jovanovic (2012), yielded considerable results that other researchers and students can acquire proper evidence and lessons. They employed a research design that involved programming unit taught in online collaborative discussions in a certain university in Australia.
Two of the objectives were, “What do students perceive as advantages and disadvantages of online collaborative learning and can the perceived advantages and disadvantages of online collaborative learning explain the observed level of students’ participation in online group collaboration?” (Chiong & Jovanovic, 2012, p.86).
The study respondents included undergraduate students who are majors or minors in business and information systems studies recently enrolled into the distance-learning program.
There were over 913 students enrolled for 3-week programming unit. Chiong and Jovanovic (2012) tabulated the perceived advantages and disadvantages among students citing and demonstrating their reasons for participating in online collaborative learning groups.
Discussion
In examining the perceptions of students against online collaborative learning, several perceptions came clear by revealing that motivation online collaborative learning remains a significant unit in the distance learning programs. It was clear that online collaborative learning and motivation are interdependent.
According to Chiong and Jovanovic (2012), online collaborative learning enhances peer social support for students discussing in groups found it more interesting through posting personal information regarding the challenges. This aspect in turn kept the students motivated and goal-oriented. The intrinsic motivation developed in students further increased their participation in online collaborative discussion.
Students also revealed that motivation is significant given that some of the group work discussions need maximum concentration and possibly considerable commitment since group work calls for timely completion of given duties to arrive at a common goal (Jones & Issroff, 2005).
The competition within collaborative groups is always stiff and only students with high self-determination become more competent compared to students who lack intrinsic motivation.
Students in this study provided some disadvantages of collaborative online learning, which may lead to low participation in collaborative learning activities without proper motivation.
According to Chiong and Jovanovic (2012), numerous active online collaborative learning activities encounter challenges like low participation from group members, lack of proper social connections, poor or delays in communication, as well as possibilities of having joy riders within the group making it difficult to accomplish the expected goals.
In this context, motivation and especially intrinsic motivation remains the only thing that can assist students to cope with such challenging situations within their groups since distance learning covers a big geographical zone.
Individuals possessing high intrinsic and motivation are less shaken by the challenges emerging from the group, since intrinsic motivation provides them with power to overcome petty issues within the study group (Xie, et al., 2011). Characterised by high cognitive ability, intrinsically motivated individuals can possibly change the social affinity among group members.
Second study
The imperativeness of motivation in undertaking collaborative learning activities in active learning perspectives in distance learning has also been eminent in other studies. A survey study conducted by Xie et al. (2011) is perhaps the best study that can provide empirical evidence to this study.
The study aimed at, “investigating the relationship between students’ motivation and their participation in asynchronous online discussions during a 16-week online course” (Xie, et al., 2011, p.17). The study’s main objective was to examine “if there existed relationships between the motivation aspect and students participation in online, attitude towards the class and their technology confidence” (Xie, et al., 2011, p.19).
Using both qualitative and quantitative approaches, the study tested students’ motivation of fifty-six students who participated in the study throughout the semester.
Quantitative approach involved repetitive recording of students’ motivation, while qualitative approach involved data analysis using students’ and instructors’ interviews. The study conducted comprehensive correlative analyses and discussed the results in relation to the objectives provided.
Discussion (instructor’s opinion)
Following the results obtained from the instructor’s interview, there was clear evidence that motivation is equally important in active collaboration learning. The instructors agreed that the learning was even more interesting, since they provided students with opportunities to share personal experiences that build motivation in return.
According to Xie et al. (2011), the instructor admitted that motivation was essential to make learning interesting and remove students’ negative perception against active online collaborative learning.
According to the lecturer, during the semester, he employed motivating strategies to enhance students’ participation in discussion including “posting examples from past classes so that his students could get an idea of what the expectations were, making sure students understand the course requirements and going through the syllabus and calendar with them” (Xie, et al., 2011, p. 23).
The instructor also encouraged social interactions among students, thus breaking the students into smaller discussion groups, as well as sending email messages to encourage students to engage in online discussion.
Through providing supportive information regarding the entire course work to the students, positive changes were constantly raising in students especially those who portrayed pessimism during their initial administration into the distance-learning program. Competence throughout the course was observable in technology confidence and course attitude (Xie, et al., 2011).
Intrinsic motivation being the most important type of motivation, which mainly depends on the psychological aspects in human beings, proved significant as the lecturer managed to convince students to engage in active online collaborative discussions.
The instructor’s interview revealed that intrinsically motivated students demonstrated enjoyment, competence, autonomy, and relatedness that increased their participation in the online discussion.
However, it was difficult to notice the intrinsic motivation in the first reporting as newly registered students had a different level of perceptions against online discussion, but with time, the motivation aspect became clear among learners. Evidently, collaborative learning requires more psychological involvement than physical involvement and thus intrinsic motivation remains the most significant factor.
Students’ interview
The study also examined motivation among students undertaking their studies in online learning. Among ten students who agreed to have interviews with the researchers, seven students demonstrated consistency in their level of motivation, following self-reports documented for the three-time reporting periods during the semester (Xie, et al. 2011).
The results reflected students with high motivation and students with low motivation as well. Highly motivated students revealed that collaborative learning becomes simpler if individuals decide to have self-determination and intrinsic motivation.
Being in good moods always makes collaborative online discussion more interesting, enthusing, as well as improving individual perceptions against the courses offered and the experiences encountered. According to Prince (2004), the core objective of collaborative learning is to improve academic achievement, improve interpersonal relationships, develop perceptions of greater social support, and enhance self-esteem.
This element is normally difficult to achieve, especially in situations where individuals possess low motivation, which obstructs them from achieving their goals.
Data collected from lowly motivated students provided the needed evidence to concur with the aspect that motivation is necessary in online collaborative learning for students to achieve a common goal. The data revealed that students with low motivation took considerably more time to grasp the concepts of the distance-learning program.
Xie et al. (2011) assert, “Compared to the high-motivation students, the low-motivation students revealed that they struggled to understand the learning activities and requirements in their classes, and had difficulty managing their time effectively and efficiently” (p.26).
This assertion underscores where the challenge of active online collaborative learning begins, as students are unable to grasp the learning components, as focus normally remains destructed (Jones & Issroff, 2005). Normally, during this moment instructors can distinguish the highly motivated students from the lowly motivated students according to their level of participation in the active online collaborative learning.
In examining the existing relationship among the intrinsic motivation variables, three variables were inherent in this study through correlation analyses as mentioned earlier. In this context, researchers tested the students’ attitudes variable, participation variable, and confidence variable.
According to Xie et al. (2011), the attitude variable was quite significant as it demonstrated students’ confidence throughout, especially during collaborative learning related to intrinsic variables. Intrinsic motivation involves psychological aspects of human beings, including attitudes, feelings, and emotions, which are key drivers to success in most cases (Xie, et al., 2011).
The participation variable was eminent depending on the teachers or instructors and the student’s commitment for the applied teaching technique during online collaborative learning influences students’ in online discussions.
Finally, the study examined confidence variables where the correlation suggested that the “more students remain intrinsically motivated the more they remain competent in the ability to participate in online collaborative discussions as well as in their technological abilities” (Xie, et al., 2011, p.25).
Conclusion
Motivation is probably the most significant factor that can significantly influence individuals participating in undertaking certain activities. Studies investigating the impacts of motivation have provided evidence that motivation has proven quite significant in the education field, which has resulted into improved academic performances.
In special attention to active collaborative learning, studies conducted by Xie et al. (2011), Chiong and Jovanovic (2012) have significantly contributed to the existing empirical evidence on the role of motivation in active online collaborative learning. Being a challenging approach in distance learning programs, collaborative learning can be most successful if group partners feel motivated.
As noted by Xie et al. (2011) in their survey study, intrinsically motivated students have shown high consistence in their performance, as they are capable of grasping collaborative learning activities quickly.
Characterised with positive attitudes, they normally have confidence in adopting technology and ability to succumb pressures resulting from improper cooperation from group members, thus proving persistent throughout the semesters. In fact, lowly motivated students have continuously demonstrated weaknesses by struggling to cope with collaborative learning activities.
The study by Chiong and Jovanovic (2012) also reveals that motivation is amid the most significant factors necessary in active collaborative learning, since the process is quite challenging and by enhancing social interaction, the destructive challenges become easier to handle.
References
Chiong, R., & Jovanovic, J. (2012). Collaborative Learning in Online Study Groups: An Evolutionary Game Theory Perspective. Journal of Information Technology Education, 11, 81-101.
Jones, A., & Issroff, K. (2005). Learning technologies: affective and social issues in computer-supported collaborative learning. Computers and Education, 44(4), 395-408.
Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
Xie, K., Durrington, V., & Yen, L. (2011). Relationship between Students’ Motivation and their Participation in Asynchronous Online Discussions. Journal of Online Learning and Teaching, 7(1), 17-29.