The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning

The relations and possible interaction of students' motivational orientatio n and the quality of their inquiry in computer-supported collaborative lear ning (CSCL) were examined. The study was performed among ten-year-old stude nts (N = 26) in a Finnish elementary school. At the beginning of the learni ng project, the students were administered similar self-report questionnair es to identify their motivational tendencies. In order to compare the stude nts' general motivational tendencies with their actual engagement, the less ons were videotaped for collecting data on the students' learning and socia l interaction processes during CSILE (Computer-Supported Intentional Learni ng Environment) work. Furthermore, CSILE students' written work was analyze d to examine their practices of knowledge production and the epistemologica l nature of their inquiry. The study indicates that CSCL may facilitate the active participation of students who have a lot of difficulties in traditi onal school learning. In addition, regardless of their motivational orienta tion or school achievements, students tended to produce the same kind of de scriptive, empirical, and factual knowledge. It seems that classroom cultur e and the nature of learning tasks significantly constrain each student's p ractices of inquiry. Longitudinal process-data is needed in order to analyz e possible changes in students' motivational tendencies and knowledge-seeki ng inquiry.