Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3751
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dc.contributor.authorChow, Angela
dc.contributor.authorLaw, Nancy
dc.date.accessioned2020-01-09T14:17:12Z
dc.date.accessioned2020-01-09T19:26:23Z-
dc.date.available2020-01-09T14:17:12Z
dc.date.available2020-01-09T19:26:23Z-
dc.date.issued2005-05
dc.identifier.citationChow, A. & Law, N. (2005). Measuring Motivation in Collaborative Inquiry-Based Learning Contexts. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 68-75). Taipei, Taiwan: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2005.68
dc.identifier.urihttps://repository.isls.org//handle/1/3751-
dc.description.abstractThis paper argues that for understanding motivation in collaborative inquiry-based learning settings, there is an urgent need to develop new instruments that can capture the impact of the changes from the learning of well-defined content to open-ended inquiry and from individual learning to group-based learning on learning motivation. It reports on the development of such an instrument, the Collaborative Inquiry-based Project Questionnaire (CIPQ). Confirmatory factor analysis of the CIPQ data on six independent groups (n=269, 235, 173, 192, 300 and 254) of students who participated computer-supported collaborative learning (CSCL) projects has consistently yielded a five-factor model of motivation (Project Work, Social Learning, Task, Reinforcement and Social Pressure factors). The validity of CIPQ was indicated by the empirical relationship found between the five factor scores and independent measures of the levels of project engagement of the students.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleMeasuring Motivation in Collaborative Inquiry-Based Learning Contextsen_US
dc.typePapersen_US
Appears in Collections:CSCL 2005

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