UMass Boston, College of Management Lisa Fitzgerald Brian High Wei Zhang Motivating Students to Build an Online Learning Community: Experience from a Blended Class

Online Learning Communities The Use of Course Websites –Download Center –Communication Center –Community Center  A self-sustaining learning community driven by students  Interactions between students are important  Especially important for MBA students

Research Question What motivate students to build the community? How effective are they?

Class Setting MSIS611, Knowledge Management –College of Management, 33 graduate students –How organizations “manage” what they know –Students are required to think, not to learn –Draw heavily from students’ working experience –Highly discussion oriented

Class Setting Online discussion required, 15 points –Graded based on quality, quantity, and regularity of contributing –Each message graded by instructor based on the quality of the message –Each message can earn up to 4 points WebCT, Online Discussion Board –468 messages in 56 threads

Data Collection and Analysis Survey with both quantitative and qualitative questions Student-led in-class discussions Preliminary analysis from answers to qualitative questions and in-class discussions conducted by student leaders

Motivations Passion about learning –Genuine interests in the subject Rational self-interests –Grades Reputation Reciprocity Wenger, 1998; Davenport & Prusak 1996; Wasko & Faraj 2000, 2005

Preliminary Results Motivations –Accumulating points “I’m still acquiring my 15 points …” “the grade incentive drove me initially, but I ended up getting more out of it” –Reciprocity  To know what others were thinking  To corroborate or oppose others’ position –Genuine interests in the subject  To post more opinionated messages to stir up debates

Preliminary Results Motivations –Online environment less intimidating, “safer”  “…Basically I am little shy to speak up in class so I can express my thoughts in online discussion”  Easier to disagree –Easier to express oneself  Time-wise, more flexible  More time to organize and present thoughts  Easier to incorporate others’ opinions –To develop relationships with/trust toward fellow students - Community

Preliminary Results Barriers –Topic policy that prevents students from posting messages before class meetings –Time constraints  Difficult to keep up –Uncomfortable with unstructured online discussions  Not knowing whether a topic is appropriate or not

Implications The usefulness of online discussion board for building an online learning community A more comprehensive motivation model The relational development in online learning communities Interaction design more than interface design –Faculty’s role –Structured vs. Unstructured –Formal vs. Spontaneous

Next … Quantitative analysis Correlate motivational factors with participation pattern –To read or to contribute –To start a new thread or to reply The effects of different motivational factors on the effectiveness of online learning communities