Collaboration and psychological ownership: how does the tension between the two influence perceived learning?
- First Online:
- 358 Downloads
Collaborative writing may evoke conflict between individuals’ feeling of contribution and their sense of ownership toward the collective outcomes. The present study tested the relations between perceived psychological ownership, perceived quality of the product, and perceived learning in five experimental conditions: two collaborative, two sharing, and a control. Analysis of the changes made between versions revealed differences in quantity and in types of changes between collaboration, sharing, and control conditions. Results showed that collaboration may improve the perceived quality of the written product more than sharing or control. In addition, less intrusive collaboration seems to enhance the sense of perceived learning. The relation between perceived ownership and perceived learning was mediated by perceived quality of the written product. We conclude that students may avoid collaboration partly because they do not want to lose a sense of personal ownership or to lessen peer ownership.
KeywordsOwnership Collaboration Perceived learning
Unable to display preview. Download preview PDF.
- Astin A. W. (1993) What matters in college: Four critical years revisited. Jossey-Bass Publishers, San Francisco, CAGoogle Scholar
- Biggs J. (1999) Teaching for quality learning at university. Open University Press, Buckingham, UKGoogle Scholar
- Blum, K. D. (1999). Gender differences in asynchronous learning in higher education: Learning styles, participation barriers and communication patterns. Journal of Asynchronous Learning Network, 3(1).Google Scholar
- Conner N. (2008) Google apps: The missing manual. O’Reilly Media, SebastopolGoogle Scholar
- Coyle, J. E. Jr. (2007). Wikis in the college classroom: A comparative study of online and face-to-face group collaboration at a private liberal arts university. PhD Dissertation, Kent State University College and Graduate School of Education, Health, and Human Services. Retrieved August 5, 2009 from http://www.ohiolink.edu/etd/send-pdf.cgi/Coyle,%20James%20E.,%20Jr..pdf?acc_num=kent1175518380.
- Da Lio, E., Fraboni, L., & Leo, T. (2005). TWiki-based facilitation in a newly formed academic community of practice. In Proceedings of the 2005 international symposium on wikis (pp. 85–111). San Diego, CA: ACM Press.Google Scholar
- Dillenbourg P. (1999) What do you mean by collaborative learning?. In: Dillenbourg P. (eds) Collaborative-learning: Cognitive and computational approaches. Elsevier, Oxford, pp 1–19Google Scholar
- Dillenbourg P., Baker M., Blaye A., O’Malley C. (1996) The evolution of research on collaborative learning. In: Spada E., Reiman P. (eds) Learning in humans and machine: Towards an interdisciplinary learning science. Elsevier, Oxford, pp 189–211Google Scholar
- Dillon A. (1993) How collaborative is collaborative writing? An analysis of the production of two technical reports. In: Sharples M. (eds) Computer supported collaborative writing. Springer, London, pp 69–86Google Scholar
- Ede L., Lunsford A. A. (2001) Collaboration and concepts of authorship. PMLA 116: 354–369Google Scholar
- Etzioni A. (1991) The socio-economics of property. Journal of Social Behavior and Personality 6: 465–468Google Scholar
- Gilligan C. (1982) In a different voice. Harvard University Press, Cambridge, MassGoogle Scholar
- Gross P. A. (1997) Joint curriculum design: Facilitating learner ownership and active participation in secondary classrooms. Lawrence Erlbaum Associates, New JerseyGoogle Scholar
- Ioannou, A., & Artino, A. (2008). Incorporating Wikis in an educational technology course: Ideas, reflections and lessons learned. In K. McFerrin, et al. (Eds.), Proceedings of society for information technology and teacher education international conference 2008 (pp. 3353–3358). Chesapeake, VA: AACE.Google Scholar
- Jacobsen, D. M., & Mueller, J. H. (1998). Creating a collaborative electronic community of education scholars. ERIC Document # ED426732.Google Scholar
- Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to College: What evidence is there that it works? Change, July/August 27–35.Google Scholar
- Johnson D. W., Johnson R. T., Stanne M. B. (2000) Cooperative learning methods: A meta-analysis. University of Minnesota Cooperative Learning Center, MinneapolisGoogle Scholar
- Jonassen D. (1999) Designing constructivist learning environments. In: Reigeluth C. M. (eds) Instructional-design theories and models: A new paradigm of instructional theory. Lawrence Erlbaum Associates, Mahwah, NJ, pp 215–239Google Scholar
- Lund, A., & Smørdal, O. (2006). Is there a space for the teacher in a Wiki?. In Proceedings of the 2006 international symposium on Wikis –WikiSym’06 (pp. 37–46). Odense, Denmark: ACM Press.Google Scholar
- Ruberg L., Taylor D., Moore D. (1996) Student participation and interaction on-line: A case study of two college classes—freshman writing and a plant science lab. International Journal of Educational Telecommunications 2: 69–92Google Scholar
- Szulanski G. (1996) Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic Management Journal 17: 27–43Google Scholar
- Tynjälä P. (2001) Writing, learning and the development of expertise in higher education. In: Tynjälä P., Mason L., Lonka K. (eds) Writing as a learning tool: Integrating theory and practice. Kluwer Academic Publisher, Amsterdam, pp 37–56Google Scholar
- Webster J., Brown G., Zweig D., Connelly C. E., Brodt S., Sitkin S. (2008) Beyond knowledge sharing: Withholding knowledge at work. In: Martocchio J. J. (eds) Research in personnel and human resources management. Emerald Group Publishing Limited, West Yorkshire, pp 1–37Google Scholar