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Developing Elementary Students' Moti...

Paul, Narmada.

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Developing Elementary Students' Motivation for Online Discussions and Argument-Counterargument Integration Skills in Blended Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing Elementary Students' Motivation for Online Discussions and Argument-Counterargument Integration Skills in Blended Classrooms./
Author:	Paul, Narmada.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	127 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11005549
ISBN:	9780438591981

Developing Elementary Students' Motivation for Online Discussions and Argument-Counterargument Integration Skills in Blended Classrooms.
Paul, Narmada.

Developing Elementary Students' Motivation for Online Discussions and Argument-Counterargument Integration Skills in Blended Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 127 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2018.

This study examined the impact of instructional support of fourth-grade students' basic psychological needs (autonomy, competence, relatedness) on their motivation to participate in asynchronous online discussions and their argumentation skills. An instructional intervention called Need Supportive Blended Learning (NSBL) was developed and tested in the context of a blended social studies curriculum using a quasiexperimental research design. Ninety-five fourth-grade students and four teachers participated in the study. Four classrooms were randomly assigned to two conditions: NSBL and active control. Teachers in both conditions were trained to support students' argumentation skills, but only the NSBL teachers were trained to support students' psychological needs. The findings indicate that students in the NSBL condition were significantly higher on need satisfaction, motivation to participate in online discussions, and the ability to integrate arguments with counterarguments, compared with students in the active control group. Results of a path analysis imply that motivational factors are critical antecedents of learning argumentation skills through online discussions and must be considered in the context of blended classrooms.

ISBN: 9780438591981Subjects--Topical Terms:

517650
Educational psychology.

Developing Elementary Students' Motivation for Online Discussions and Argument-Counterargument Integration Skills in Blended Classrooms.
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