Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3069
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dc.contributor.authorHowley, Iris
dc.contributor.authorChaudhuri, Sourish
dc.contributor.authorKumar, Rohit
dc.contributor.authorRosé, Carolyn Penstein
dc.date.accessioned2019-07-20T23:17:11Z
dc.date.accessioned2020-01-09T16:07:19Z-
dc.date.available2019-07-20T23:17:11Z
dc.date.available2020-01-09T16:07:19Z-
dc.date.issued2009-06
dc.identifier.citationHowley, I., Chaudhuri, S., Kumar, R., & Rosé, C. P. (2009). Motivation and collaborative behavior: An exploratory analysis. In Dimitracopoulou, A., O'Malley, C., Suthers, D., & Reimann, P. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Community Events Proceedings (pp. 59-61). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.2.59
dc.identifier.urihttps://repository.isls.org//handle/1/3069-
dc.description.abstractThe motivating effects of collaborative learning have long been argued, however a careful analysis of the relationship between the motivation orientation of a student and perceptions of himself, his partners, his collaborative behaviors, and learning in a collaborative context have not been as thoroughly explored. In this paper we present an exploratory analysis of data from a collaborative learning study from the standpoint of motivation type of students and their partners. Overall, what we see is that a student's own motivation orientation may color their perception of the exchange of help in the collaboration, sometimes obscuring the reality of the help actually exchanged.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleMotivation and collaborative behavior: An exploratory analysisen_US
dc.typePostersen_US
Appears in Collections:CSCL 2009

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