From Moodle to Facebook: Exploring students' motivation and experiences in online communities

Liping Deng; Nicole Judith Tavares

doi:10.1016/j.compedu.2013.04.028

From Moodle to Facebook: Exploring students' motivation and experiences in online communities

Liping Deng^*
, Nicole Judith Tavares

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

249 Citations (Scopus)

Abstract

The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.

Original language	English
Pages (from-to)	167-176
Number of pages	10
Journal	Computers and Education
Volume	68
DOIs	https://doi.org/10.1016/j.compedu.2013.04.028
Publication status	Published - Oct 2013

User-Defined Keywords

Computer-mediated communication
Improving classroom teaching
Learning communities

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10.1016/j.compedu.2013.04.028

Cite this

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title = "From Moodle to Facebook: Exploring students' motivation and experiences in online communities",

abstract = "The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.",

keywords = "Computer-mediated communication, Improving classroom teaching, Learning communities",

author = "Liping Deng and Tavares, \{Nicole Judith\}",

note = "Funding Information: This study is supported by the start-up grant of Hong Kong Baptist University . We would like to thank Ms. Zhen Niu Low for her assistance with data analysis. We also want to thank the anonymous reviewers of the paper for their insightful and constructive comments.",

year = "2013",

month = oct,

doi = "10.1016/j.compedu.2013.04.028",

language = "English",

volume = "68",

pages = "167--176",

journal = "Computers and Education",

issn = "0360-1315",

publisher = "Elsevier Ltd.",

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T1 - From Moodle to Facebook

T2 - Exploring students' motivation and experiences in online communities

AU - Deng, Liping

AU - Tavares, Nicole Judith

N1 - Funding Information: This study is supported by the start-up grant of Hong Kong Baptist University . We would like to thank Ms. Zhen Niu Low for her assistance with data analysis. We also want to thank the anonymous reviewers of the paper for their insightful and constructive comments.

PY - 2013/10

Y1 - 2013/10

N2 - The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.

AB - The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.

KW - Computer-mediated communication

KW - Improving classroom teaching

KW - Learning communities

UR - https://www.scopus.com/pages/publications/84878543750

U2 - 10.1016/j.compedu.2013.04.028

DO - 10.1016/j.compedu.2013.04.028

M3 - Journal article

AN - SCOPUS:84878543750

SN - 0360-1315

VL - 68

SP - 167

EP - 176

JO - Computers and Education

JF - Computers and Education

ER -

From Moodle to Facebook: Exploring students' motivation and experiences in online communities

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