Using an asynchronous online cooperative learning platform for learner-motivation related research and practice
Abstract: This paper does three things: First, it makes the case for studying a well-validated cooperative learning technique, constructive controversy, in the context of asynchronous computer-mediated communication, the latter being a commonly relied on mode of interaction within online learning. It then introduces the platform as a tool for research as well as practice, illustrating how adjustable features of the platform as well as variations on the task instructions can address some of the mechanisms theoretically expected to affect learner motivation and engagement in this context. Third, it describes some existing and potential future studies that systematically investigate some such variations based on social-psychological, media-, socio-cognitive, and self-regulatory processes.