Abstract

Teachers’ motivation to collaborate depends on their beliefs about its contribution to learning and teaching. This mixed method study applied cognitive orientation (CO) theory to measure 266 pre-service teachers' willingness to engage in online collaborative learning (OCL) after experiencing it. Willingness to engage in OCL was examined via a digital CO questionnaire regarding four types of beliefs: one’s own functionality, one’s experience with OCL, the ideal collaborative functioning of the group, and OCL goals. Next, the correlation between these beliefs was determined. A correlation between at least three beliefs indicated a tendency, which we termed a theme. The themes possibly predicting posterior inclusion of OCL were confidence in functioning, perceived value of the collaborative writing process, and relevance of the task sequence to professional development. This research suggests a method for extracting themes indicating willingness to engage in OCL in order to demonstrate ways to enhance that willingness.

摘要

教师合作的动力取决于他们对学习和教学的贡献的信念。这项混合方法研究采用认知取向（CO）理论来衡量266名岗前教师在体验在线合作学习（OCL）后的意愿。通过一份数字化CO问卷调查了参与OCL的意愿，该问卷涉及以下四种类型的信念：一个人的功能，一个OCL的经验，该小组的理想协作功能以及OCL目标。接下来，确定这些信念之间的相关性。至少三个信念之间的相关性表明了一种趋势，我们称之为主题。可能预测OCL后入的主题是对功能的信心，协作写作过程的感知价值，任务序列与专业发展的关系。这项研究提出了一种提取表示愿意参与OCL的主题的方法，以演示增强这种意愿的方法。