Abstract
The purpose of this research study paper was to explore the role of motivation in online collaboration from an active learning perspective. This study utilized qualitative and quantitative mixed methods design. To collect data, the researcher implemented initial group interviews with the grade 12 students who were involved in online projects using the PBworks wiki. The interviews aimed at exploring the reasons for the students’ reluctance to collaborate online, while they used to do so physically in the classroom. Themes that were generated by these interviews were used to develop a questionnaire that aimed at analyzing the students’ perceptions about online collaboration. The participants were 32 female students at AlShumoukh High school where the researcher works as a teacher of English for grade 12 students. Those students were involved in English continuous assessment projects online using the class PBworks wiki as part of their ongoing assessment in English in this academic year. Students were given the opportunity to work in groups or individually to complete their projects. However, all of them decided to work individually and were reluctant to collaborate online. Moreover, they wanted their pages to be hidden because they did not want their classmates to see their work online. The researcher knows very well the importance of collaboration for language learning and the role of motivation in that. Therefore, by using Keller motivational design model, this study tried to promote motivation for online collaboration. The findings of this study indicated a positive role for motivation in online collaboration: all grade12 students were involved in English collaborative ongoing assessment projects. However, the findings indicated also an essential role for the teacher in promoting and sustaining the students’ motivation to collaborate online.
Highlights
Introduction and backgroundTeachers can see clearly that their students are motivated when they pay attention; ask questions and volunteer to answer, discuss learning issues and begin working on tasks immediately (Palmer, 2007)
The researcher as a teacher of English for non-native speaker students knows that motivation and collaboration while learning a foreign language have had a positive impact on the students’ active learning and their academic achievement
The Purpose of the study: The main purpose of this study was to investigate the role of motivation in online collaboration from an active learning perspective
Summary
Introduction and backgroundTeachers can see clearly that their students are motivated when they pay attention; ask questions and volunteer to answer, discuss learning issues and begin working on tasks immediately (Palmer, 2007). Some of the skills that the students have to show in their portfolios are: writing essays, short stories, peer editing, peer reflection and evaluation, peer suggestions and recommendations, discussion activities with questions and answers, in short collaborative projects related to the theme of the unit that includes process and product ...etc. They used to submit paperbased portfolios at the end of each trimester and in this portfolio, students had to include evidences for all the above-mentioned skills. The students were working individually and, even more, some students requested to make their pages hidden because they did not want their classmates to see them
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