Do autonomously motivated students benefit from collaborative learning methods?

Abstract

The purpose of this study was to analyze the factors affecting motivation and whether these factors support students' autonomy. Students were interviewed in order to study the impact of collaborative learning study arrangements on the their motivation. The data was then analyzed using self-determination theory. The study showed that it is possible to build structured courses utilizing collaborative learning and interactive engagement methods such that autonomy is supported. The interviews showed that if there is room for autonomously motivated students to choose their approach to work in the groups, the group work engages students through social relatedness.