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Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings René F. Kizilcec, Emily Schneider, Geoffrey L. Cohen and Daniel A. McFarland significantly lower for recipients of the collectivist message relative to all other conditions. It is conceivable that the message with an appeal to collectivist motivations reminded learners of the fact that they are not attached to a community given that they had not contributed to the forum by the time of the intervention. As a result, these leaners are demotivated to contribute more actively compared to the other conditions in which no appeal to community is made. Moreover, the reasons put forward in the discussion of the first study’s findings also apply in this context, except that the neutral encouragement does not turn out to be more effective in the long-run. Finally, the survival analysis suggested that those who received the neutral reminder might be 9% more likely to disengage from the course, although this result only approached significance. If this finding holds up, however, it suggests that the neutral message could have led some learners to be less invested in the course, perhaps because the message was perceived as cold and less caring. General Discussion Our findings suggest that while different encouragement framings do not affect learners’ decision to participate in the forum, they do affect the contribution rates of those who participate; in particular, in both interventions the collectivist messages discouraged contributions relative to other framings or no encouragement. One interpretation is that an appeal to collectivist motivations in an asynchronous online learning environment with mostly anonymous participant profiles induces resentment, as there is a limited sense of community in online courses, due to their general emphasis on individual achievement and limited duration. Further work is required to uncover what mechanisms might lead to these outcomes. Specifically, heterogeneous treatment effects could occur in an intervention that employs collectivist and individualist framings, such that cultural background and being part of a minority group are likely moderators of the treatment effect. A limitation of our results is that they are based on two experiments run in two different courses. Extending this research to a wider number of courses would support more general claims about the effectiveness of encouraging messages and could uncover individual differences in course topics or how a virtual community is supported. Another limiting factor in these studies is the missing information on who actually received the encouragement by reading the email. Our experiments can therefore provide an estimate of the intent-to-treat effect, which is relevant for the policy decision of whether encouragement emails should be sent out, but not the effect of the treatment on the treated, where the treated are those who read the email. To this end, emails could be tracked with pingbacks on opening and a monitored link to the forum could be added as an immediate call to action, which would likely increase the overall strength of the intervention as well. Other variables worth investigating in this context are the number of encouragements and message personalization with course-specific information. For instance, an encouragement with an individualist framing could be supplemented with an example of a forum thread that discusses a question the recipient struggled with in the homework. Moreover, learners could receive positive reinforcement after authoring their first contribution to encourage persistent participation. However, despite the good intentions behind these encouragements, we should be careful not to overload learners with communication to ensure that important reminders in the course receive an appropriate amount of attention. Our findings highlight the limited, and potentially negative, effect of certain email encouragements and the importance of careful framing of communication with online learners. They also raise concerns around the establishment of a sense of community in online courses. Given our current results, we may recommend sending neutral reminders for participation and continuing to test the framing and dosage of non-neutral reminders. Acknowledgements We would like to thank Clifford Nass, Anita Varma, and our three anonymous reviewers for their insightful feedback on an earlier draft and Stanford’s Office of the Vice Provost for Online Learning for supporting this research. References Batson, C. D. (1991). The altruism question: Toward a social-psychological answer. Lawrence Erlbaum Associates, Inc. Batson, C. D., Ahmad, N., & Tsang, J. A. (2002). Four motives for community involvement. Journal of Social Issues, 58(3), 429-445. Blass, T. (1991). Understanding behavior in the Milgram obedience experiment: The role of personality, situations, and their interactions. Journal of Personality and Social Psychology, 60(3), 398. Brown, A. L., & Cocking, R. R. (2000). How people learn. J. D. Bransford (Ed.). Washington, DC: National Academy Press. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105-115. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627. Feiler, D. C., Tost, L. P., & Grant, A. M. (2012). Mixed reasons, missed givings: The costs of blending egoistic and altruistic reasons in dona- Research Track | 86
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings René F. Kizilcec, Emily Schneider, Geoffrey L. Cohen and Daniel A. McFarland tion requests. Journal of Experimental Social Psychology, 48(6), 1322- 1328. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2), 87-105. Grant, A., & Dutton, J. (2012). Beneficiary or Benefactor Are People More Prosocial When They Reflect on Receiving or Giving Psychological science, 23(9), 1033-1039. Grant, A. M., & Hofmann, D. A. (2011). It’s Not All About Me Motivating Hand Hygiene Among Health Care Professionals by Focusing on Patients. Psychological science, 22(12), 1494-1499. Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). ACM. Mansbridge, J. J. (Ed.). (1990). Beyond self-interest. University of Chicago Press. Miller, D. T. (1999). The norm of self-interest. American Psychologist, 54(12), 1053. Nov, O. (2007). What motivates wikipedians. Communications of the ACM, 50(11), 60-64. Raban, D., & Harper, F. (2008). Motivations for answering questions online. New Media and Innovative Technologies, 73. Rothman, A. J., & Salovey, P. (1997). Shaping perceptions to motivate healthy behavior: The role of message framing. Psychological Bulletin, 121, 3–19. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. Cambridge handbook of the learning sciences, 2006. Vygotskiĭ, L. L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. White, K., & Peloza, J. (2009). Self-benefit versus other-benefit marketing appeals: Their effectiveness in generating charitable support. Journal of Marketing, 73(4), 109-124. Yang, H. L., & Lai, C. Y. (2010). Motivations of Wikipedia content contributors. Computers in Human Behavior, 26(6), 1377-1383. Research Track | 87
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Proceedings of the European MOOC St
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Table of Contents Understanding Per
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Understanding Persistence in MOOCs
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Analysing student participation in
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Signals of Success and Self-directe
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Analyzing completion rates in the F
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Challenges for conceptualising EU M
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A typology and dimensions of a desc
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A typology and dimensions of a desc
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Characterizing video use in the cat
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How Students Learn using MOOCs: An
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A Platform that Integrates Quizzes
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Designing Video for Massive Open On
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Proceedings Experience Track Procee
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Opening up higher education through
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Designing your first MOOC from scra
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“A hostage to fortune” - Valida
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TORQUEs: Riding the MOOC wave to be
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Engineering MOOCs for Future Engine
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Recasting a Traditional Course into
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Evaluation and field trials of MOOC
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Learning Electronics through a Remo
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Learning Electronics through a Remo
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abiertaUGR: modelling online learni
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University of London International
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The EPFL MOOC Factory Patrick Jerma
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Open Online Courses in the context
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Open Online Courses in the context
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Friendly Handmade Explanation Video
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Designing for the Unknown Learner H
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Designing for the Unknown Learner H
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MOOC Experience in the University o
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MOOC Experience in the University o
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Mathematics Courses: Fostering indi
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First time MOOC provider: reflectio
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An Academic Online Resource at Téc
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An Academic Online Resource at Téc
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Opening up higher education through
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SPOCs for Remedial Education: Exper
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Experiments with connectivism from
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Towards a quality model for UNED MO
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Project-based MOOCs. A Field Report
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Project-based MOOCs. A Field Report
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Reviewers of Experience Track: Carl
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