The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other l...

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Autores principales:	Jamie Costley, Christopher Lange
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	collaborative learning germane load group work intrinsic motivation semi-formal learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/eab7326466cd41bc9a12126c93620e46
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id	oai:doaj.org-article:eab7326466cd41bc9a12126c93620e46
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spelling	oai:doaj.org-article:eab7326466cd41bc9a12126c93620e462021-12-02T19:20:53ZThe Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load10.19173/irrodl.v19i1.33251492-3831https://doaj.org/article/eab7326466cd41bc9a12126c93620e462018-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3325https://doaj.org/toc/1492-3831Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load. Furthermore, this study sought to understand what role group work plays in moderating the relationship between motivation and germane load. This study found that highly motivated students had higher levels of germane load, and that group work negatively moderated that relationship. In other words, while all students benefited from group work, students with lower levels of motivation benefited more than students with high levels of motivation. This research fills an important gap by showing the value this type of group work can have for all learners, particularly those who may otherwise struggle. Jamie CostleyChristopher LangeAthabasca University Pressarticlecollaborative learninggermane loadgroup workintrinsic motivationsemi-formal learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	collaborative learning germane load group work intrinsic motivation semi-formal learning Special aspects of education LC8-6691
spellingShingle	collaborative learning germane load group work intrinsic motivation semi-formal learning Special aspects of education LC8-6691 Jamie Costley Christopher Lange The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
description	Semi-formal learning is used to describe learning that is directed towards the goals of a formal learning institution but outside of the learning structure of a specific class. Students studying online may form semi-formal groups to increase their knowledge of the content by interacting with other learners taking the same class. This study of cyber university students (n = 2042) involved looking at the relationship between semi-formal learning groups and levels of germane load. Furthermore, this study sought to understand what role group work plays in moderating the relationship between motivation and germane load. This study found that highly motivated students had higher levels of germane load, and that group work negatively moderated that relationship. In other words, while all students benefited from group work, students with lower levels of motivation benefited more than students with high levels of motivation. This research fills an important gap by showing the value this type of group work can have for all learners, particularly those who may otherwise struggle.
format	article
author	Jamie Costley Christopher Lange
author_facet	Jamie Costley Christopher Lange
author_sort	Jamie Costley
title	The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
title_short	The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
title_full	The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
title_fullStr	The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
title_full_unstemmed	The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load
title_sort	moderating effects of group work on the relationship between motivation and cognitive load
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/eab7326466cd41bc9a12126c93620e46
work_keys_str_mv	AT jamiecostley themoderatingeffectsofgroupworkontherelationshipbetweenmotivationandcognitiveload AT christopherlange themoderatingeffectsofgroupworkontherelationshipbetweenmotivationandcognitiveload AT jamiecostley moderatingeffectsofgroupworkontherelationshipbetweenmotivationandcognitiveload AT christopherlange moderatingeffectsofgroupworkontherelationshipbetweenmotivationandcognitiveload
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The Moderating Effects of Group Work on the Relationship Between Motivation and Cognitive Load

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