In this dissertation, we focus on understanding social interaction of learners in authentic and relevant settings, who worked and learned together in virtual teams for an extended period of time. The findings indicate that differences in academic motivation influences the type of contributions to discourse as well as the position a learner takes within the social network in our setting. Extrinsically motivated learners had a preference to connect to highly intrinsically motivated learners. Our findings might explain why in distance learning large differences in participation are found and why certain learners are more inclined to drop-out in class.
|Qualification||Doctor of Philosophy|
|Award date||26 May 2010|
|Place of Publication||Maastricht|
|Publication status||Published - 1 Jan 2010|
- distance learning
- social interaction