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WHY DO SOME STUDENTS BECOME MORE ENGAGED IN COLLABORATIVE WIKI WRITING?- The Role of Sense of Relatedness

Wilson W.T. LawRonnel B. KingMichele Notari (Speaker)Eddie W.L. ChengSamuel K.W. Chu

TAKE HOME

The higher the sense of relatedness..

The more engagement of a learner in collaborative writing...

The better is his/her learning outcome?

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WHAT ARE WE TALKING ABOUT?

SENSE OF RELATEDNESS?

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CRITICISM AROUND THE USE OF WIKIS

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RESEARCH QUESTIONS

Objective: Linking Sense of Relatedness and Engagement in Wiki

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RQ 1

To what extent does sense of relatedness predict students’ behavioral engagement in collaborative wiki writing?

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RQ 2

To what extent does sense of relatedness predict students’ emotional engagement in collaborative wiki writing?

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RQ 3

To what extent does sense of relatedness predict students’ cognitive engagement in collaborative wiki writing?

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PARTICIPANTS AND RESEARCH SETTINGS

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PARTICIPANTS

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THE PROJECT

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PREPARING THE TEACHER

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THE PBWORKS (WIKI) ENVIRONMENT

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THE PBWORKS (WIKI) ENVIRONMENT

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THE PBWORKS (WIKI) ENVIRONMENT

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PROCEDURES AND MEASURES

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QUESTIONNAIRE

1. Behavioral engagement2. Emotional engagement3. Cognitive engagement4. Sense of relatedness to teacher5. Sense of relatedness to peers

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DESCRIPTIVE STATISTICS

Factor No. of items α Mean SD

Behavioral Engagement 5 .82 3.63 0.58

Emotional Engagement 5 .84 3.59 0.59

Cognitive Engagement 5 .79 3.38 0.59

Sense of Relatedness to Teacher 4 .60 3.60 0.59

Sense of Relatedness to Peers 4 .64 3.73 0.63

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DESCRIPTIVE STATISTICS

Factor No. of items α Mean SD

Behavioral Engagement 5 .82 3.63 0.58

Emotional Engagement 5 .84 3.59 0.59

Cognitive Engagement 5 .79 3.38 0.59

Sense of Relatedness to Teacher 4 .60 3.60 0.59

Sense of Relatedness to Peers 4 .64 3.73 0.63

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DESCRIPTIVE STATISTICS

Factor No. of items α Mean SD

Behavioral Engagement 5 .82 3.63 0.58

Emotional Engagement 5 .84 3.59 0.59

Cognitive Engagement 5 .79 3.38 0.59

Sense of Relatedness to Teacher 4 .60 3.60 0.59

Sense of Relatedness to Peers 4 .64 3.73 0.63

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DESCRIPTIVE STATISTICS

Factor No. of items α Mean SD

Behavioral Engagement 5 .82 3.63 0.58

Emotional Engagement 5 .84 3.59 0.59

Cognitive Engagement 5 .79 3.38 0.59

Sense of Relatedness to Teacher 4 .60 3.60 0.59

Sense of Relatedness to Peers 4 .64 3.73 0.63

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ANALYSIS RESULTS

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PRELIMINARY ANALYSIS RESULTS

Correlations among the five factors:

　 Variable 1 2 3 4 5

1 Behavioral Engagement -        

2 Emotional Engagement .792** -      

3 Cognitive Engagement .714** .756** -    

4Sense of Relatedness to Teacher

.381** .339** .246** -  

5Sense of Relatedness to Peers

.320** .277** .202** .602** -

Note: **p < .01

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PRELIMINARY ANALYSIS RESULTS

Correlations among the five factors:

　 Variable 1 2 3 4 5

1 Behavioral Engagement -        

2 Emotional Engagement .792** -      

3 Cognitive Engagement .714** .756** -    

4Sense of Relatedness to Teacher

.381** .339** .246** -  

5Sense of Relatedness to Peers

.320** .277** .202** .602** -

Note: **p < .01

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PRELIMINARY ANALYSIS RESULTS

Correlations among the five factors:

　 Variable 1 2 3 4 5

1 Behavioral Engagement -        

2 Emotional Engagement .792** -      

3 Cognitive Engagement .714** .756** -    

4Sense of Relatedness to Teacher

.381** .339** .246** -  

5Sense of Relatedness to Peers

.320** .277** .202** .602** -

Note: **p < .01

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BEHAVIORAL ENGAGEMENT

RQ1

Sense of relatedness to

teachers

Sense of relatedness to

peers

Behavioral Engagement

.296 (p < .001)

.143 (p < .05)

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EMOTIONAL ENGAGEMENT

RQ2:

Sense of relatedness to

teachers

Sense of relatedness to

peers

Emotional Engagement

.270 (p < .001)

.116 (p < .05)

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COGNITIVE ENGAGEMENT

RQ3:

Sense of relatedness to

teachers

Sense of relatedness to

peers

Cognitive Engagement

.195 (p < .001)

.085 (not significant)

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SUMMARIZED REGRESSION RESULTS

  Behavioral Engagement

(β)

Emotional Engagement

(β)

Cognitive Engagement

(β)

Sense of Relatedness to Teacher

.296*** .270*** .195***

Sense of Relatedness to Peers

.143* .116* .085

Total R2 .159*** .124*** .065****p < .05, **p < .01, ***p

< .001

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LIMITATIONS AND DIRECTIONS FOR FUTURE RESEARCH

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WHAT RESEARCHERS CAN LEARN FROM IT?

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WHAT TEACHERS CAN LEARN FROM IT?

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WHAT SCHOOLS CAN LEARN FROM IT?

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Q&A SESSION

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THANK YOU FOR YOUR ATTENTION