Collaborative Intentions in a Massive Open Online Course (MOOC)

Research output: Contribution to conferencePaperResearchpeer-review

Abstract

Modern management education draws on a participant-centered learning pedagogy to promote active learning and student interaction through group work and collaboration as a crucial part of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is important to understand how collaboration and student interaction can be fostered in such environments. Drawing on a synthesis of theories, the article proposes a model of collaborative intentions. It combines individual behavioral theories with collective interaction theories to outline both individual factors and individual beliefs of collective attributes that influence collaborative intentions. It is tested with data collected from 2517 MOOC participants. Results demonstrate that attitudes towards collaboration are predicted by collaborative outcome expectancy and support expectancy, which again are predicted by collaborative process efficacy and perceived communal influence. The model, furthermore, tests the effect of prior negative collaborative experience and collaborative technology experience as mediators for the before mentioned relationships. Finally, the effect of gender differences on collaborative intentions is tested in a post-hoc analysis.
Modern management education draws on a participant-centered learning pedagogy to promote active learning and student interaction through group work and collaboration as a crucial part of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is important to understand how collaboration and student interaction can be fostered in such environments. Drawing on a synthesis of theories, the article proposes a model of collaborative intentions. It combines individual behavioral theories with collective interaction theories to outline both individual factors and individual beliefs of collective attributes that influence collaborative intentions. It is tested with data collected from 2517 MOOC participants. Results demonstrate that attitudes towards collaboration are predicted by collaborative outcome expectancy and support expectancy, which again are predicted by collaborative process efficacy and perceived communal influence. The model, furthermore, tests the effect of prior negative collaborative experience and collaborative technology experience as mediators for the before mentioned relationships. Finally, the effect of gender differences on collaborative intentions is tested in a post-hoc analysis.

Conference

Conference78th Annual Meeting of The Academy of Management
Number78
CountryUnited States
CityChicago
Period10/08/201814/08/2018
Internet address

Bibliographical note

CBS Library does not have access to the material

Cite this

Razmerita, L., Kirchner, K., Hockerts, K., & Tan, C-W. (2018). Collaborative Intentions in a Massive Open Online Course (MOOC). Paper presented at 78th Annual Meeting of The Academy of Management , Chicago, United States.
Razmerita, Liana ; Kirchner, Kathrin ; Hockerts, Kai ; Tan, Chee-Wee. / Collaborative Intentions in a Massive Open Online Course (MOOC). Paper presented at 78th Annual Meeting of The Academy of Management , Chicago, United States.40 p.
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title = "Collaborative Intentions in a Massive Open Online Course (MOOC)",
abstract = "Modern management education draws on a participant-centered learning pedagogy to promote active learning and student interaction through group work and collaboration as a crucial part of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is important to understand how collaboration and student interaction can be fostered in such environments. Drawing on a synthesis of theories, the article proposes a model of collaborative intentions. It combines individual behavioral theories with collective interaction theories to outline both individual factors and individual beliefs of collective attributes that influence collaborative intentions. It is tested with data collected from 2517 MOOC participants. Results demonstrate that attitudes towards collaboration are predicted by collaborative outcome expectancy and support expectancy, which again are predicted by collaborative process efficacy and perceived communal influence. The model, furthermore, tests the effect of prior negative collaborative experience and collaborative technology experience as mediators for the before mentioned relationships. Finally, the effect of gender differences on collaborative intentions is tested in a post-hoc analysis.",
author = "Liana Razmerita and Kathrin Kirchner and Kai Hockerts and Chee-Wee Tan",
note = "CBS Library does not have access to the material; null ; Conference date: 10-08-2018 Through 14-08-2018",
year = "2018",
language = "English",
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Razmerita, L, Kirchner, K, Hockerts, K & Tan, C-W 2018, 'Collaborative Intentions in a Massive Open Online Course (MOOC)' Paper presented at, Chicago, United States, 10/08/2018 - 14/08/2018, .

Collaborative Intentions in a Massive Open Online Course (MOOC). / Razmerita, Liana; Kirchner, Kathrin; Hockerts, Kai; Tan, Chee-Wee.

2018. Paper presented at 78th Annual Meeting of The Academy of Management , Chicago, United States.

Research output: Contribution to conferencePaperResearchpeer-review

TY - CONF

T1 - Collaborative Intentions in a Massive Open Online Course (MOOC)

AU - Razmerita,Liana

AU - Kirchner,Kathrin

AU - Hockerts,Kai

AU - Tan,Chee-Wee

N1 - CBS Library does not have access to the material

PY - 2018

Y1 - 2018

N2 - Modern management education draws on a participant-centered learning pedagogy to promote active learning and student interaction through group work and collaboration as a crucial part of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is important to understand how collaboration and student interaction can be fostered in such environments. Drawing on a synthesis of theories, the article proposes a model of collaborative intentions. It combines individual behavioral theories with collective interaction theories to outline both individual factors and individual beliefs of collective attributes that influence collaborative intentions. It is tested with data collected from 2517 MOOC participants. Results demonstrate that attitudes towards collaboration are predicted by collaborative outcome expectancy and support expectancy, which again are predicted by collaborative process efficacy and perceived communal influence. The model, furthermore, tests the effect of prior negative collaborative experience and collaborative technology experience as mediators for the before mentioned relationships. Finally, the effect of gender differences on collaborative intentions is tested in a post-hoc analysis.

AB - Modern management education draws on a participant-centered learning pedagogy to promote active learning and student interaction through group work and collaboration as a crucial part of the learning process. Given the rise of Massive Open Online Courses (MOOCs), it is important to understand how collaboration and student interaction can be fostered in such environments. Drawing on a synthesis of theories, the article proposes a model of collaborative intentions. It combines individual behavioral theories with collective interaction theories to outline both individual factors and individual beliefs of collective attributes that influence collaborative intentions. It is tested with data collected from 2517 MOOC participants. Results demonstrate that attitudes towards collaboration are predicted by collaborative outcome expectancy and support expectancy, which again are predicted by collaborative process efficacy and perceived communal influence. The model, furthermore, tests the effect of prior negative collaborative experience and collaborative technology experience as mediators for the before mentioned relationships. Finally, the effect of gender differences on collaborative intentions is tested in a post-hoc analysis.

M3 - Paper

ER -

Razmerita L, Kirchner K, Hockerts K, Tan C-W. Collaborative Intentions in a Massive Open Online Course (MOOC). 2018. Paper presented at 78th Annual Meeting of The Academy of Management , Chicago, United States.