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|Title: ||Effect van Sociale Verbondenheid op de Motivatie en de Prestatie door Gebruik van een Weblog|
|Authors: ||Besselink, Eric|
|Issue Date: ||26-Oct-2009|
|Publisher: ||Open Universiteit Nederland|
|Abstract: ||Social relatedness is a constraint to come to motivated learning: the selfdetermination theory (Deci & Ryan,
2008) states that naturally, one is meant for functioning within groups. To experience a relationship and
connection with others is a basic psychological need. In motivation theories, importance is ascribed to social
relatedness. The effort to perform learning tasks depends on students’ motivation. Martens and Boekaerts
(2007) reveal that intrinsically motivated students come to deeper learning. Moreover, Wolters en Rosenthal
(2000) stress willpower to be an essential quality of motivated learning. Social relationship can be
accomplished through learning communities (Sloep, 2008). Joint activities, interest and connection can
make learning communities successful. Use of 2.0-applications, like weblogs, could simplify the
communication, make online social network work, and connect the members. The interesting of a learning
community is that members with distinctive interests, expertise and affinities share a common domain
The aim of this research is to study whether the quality of theses, the social relatedness and the
willpower of students could be fostered by the use of a weblog. Therefore, five hypotheses have been
tested: 1. students who use a weblog feel socially more related than students who do not; 2. students
who are socially related to a self-composed knowledge group through a weblog make more use of
willpower strategies than students who are not; 3. the assessment of theses, written by students who
are socially related to a self-composed knowledge group through a weblog are higher then theses of
students who are not; 4. teachers and students perceive a weblog as an instrument that fosters social
relatedness, willpower and leads to a higher quality of theses; 5. weblogs lead to social support and
contributions concerning content.
The research group consisted of 93 students of Iselinge College (75 girls and 18 boys). Two
groups have been formed: an experimental group of 14 and a control group of 79 students. While
working on their theses, the experimental students were connected with teachers, domain experts,
mentors and fellow students through a weblog. They could also make use of a digital helpdesk.
A questionnaire of 50 questions to measure social relatedness and willpower was developed,
based on the Intrinsic Motivation Inventory (IMI) of Ryan and Deci (2008), and the MSQL
questionnaire (Pint Rich & De Groot, 1990). Furthermore, interviews were conducted with students,
teachers and domain experts to examine their perceptions and two weblogs were analyzed.
It was found that the social relatedness and willpower of students from the experimental group
was not significantly higher then that of the students from the control group. However, compared with
the control group, the average assessment of the experimental students’ theses was significantly
higher. Tempo of study of students from the experimental group was significantly higher then that of
the students from the control group. Students, teachers and domain experts agree that the weblog is a
powerful means to enlarge social relatedness and to generate more quality. The weblogs invoke
mainly contributions concerning content.
The use of a weblog has proven its use in creating a knowledge group around the student.
Students received feedback and tips from fellow students, other teachers besides their supervisor and
domain experts. They were just in time provided with comments. The weblog offered opportunities to
bring them in contact with teachers and experts from different organizations.|
|Description: ||Besselink, E. (2009). Effect van Sociale Verbondenheid op de Motivatie en de Prestatie door Gebruik van een Weblog. Oktober, 26, 2009, Heerlen, Nederland: Open Universiteit Nederland|
|Appears in Collections:||MSc Learning Sciences|
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