Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction

Adam, Mohamed Shameem; Hamid, Junainah Abd; Khatibi, Ali; Azam, S. M. Ferdous

doi:10.1016/j.lmot.2023.101908

Cited by 4 publications

(2 citation statements)

References 59 publications

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“…Educators and school administrators should explore strategies to boost students' intrinsic motivation, such as incorporating engaging teaching methods, providing constructive feedback, and creating a supportive classroom atmosphere. Understanding the dynamic interplay between these factors allows for the development of targeted interventions that cater to the specific needs of students, potentially leading to improved learning outcomes over time (Adam et al, 2023;Alipour et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Triani Aulia,

Welis,

Neldi

et al. 2024

SPORTIF

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Children's learning outcomes are in the low category, based on play activities, nutrition and motivation owned by children. This study aims to reveal the play activities, nutrition, and motivation children possess. This research method is correlation using quantitative methodology through a path analysis approach. The population in the study was upper-grade elementary school students. This sampling technique is random sampling, randomly taking 50% of each class at public elementary school 8 Lubuklinggau, a total of 79 students. Data were collected using questionnaires for learning motivation, anthropometric tests to obtain students' nutritional status, and primary data used to see the learning outcomes obtained. The results show the relationship between the independent variable and the dependent variable, with the Beta coefficient having a value of 0.009 for X1 and X3 (p31) and 0.092 for X2 and X3 (p32). While the second structure shows the relationship between the independent variables X1Y, X2Y, and X3Y with the same dependent variable, with the Beta coefficients having values of 0.236 for X1Y (py1), 0.219 for X2Y (py2), and 0.313 for X3Y (py3), it can be concluded that there is a simultaneous influence of play activities, nutritional status and motivation on learning outcomes. In conclusion, research shows that nutritional status and learning motivation play an important role in shaping student learning outcomes at public elementary school 8 Lubuklingau, Padang, Indonesia, with nutritional status also indirectly affecting learning outcomes through its impact on learning motivation.

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Section: Discussionmentioning

confidence: 99%

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Triani Aulia,

Welis,

Neldi

et al. 2024

SPORTIF

View full text Add to dashboard Cite

show abstract

“…The blended learning effect in this study, on the other hand, is the changes in knowledge, skills, affective attitudes and values, and social communication that occur in college students after they learn relevant knowledge or complete relevant learning tasks in a blended learning way, as well as college students’ comprehensive evaluation of this way of learning. The effectiveness of blended learning is affected by a variety of factors, ranging from the reasons of learners’ factors to the reasons of learning environment factors such as course design (Barbara et al, 2013; Shameem et al, 2023), teacher factors and network design (Bernard et al, 2014). In this paper, we focus on the learner’s perspective and the environmental factors of blended learning.…”

Section: Literature Review and Research Modeling Assumptionsmentioning

confidence: 99%

The Effects of Blended Learning Environment on College Students’ Learning Effectiveness: Exploring the Role of Behavioral Intentions and Self-Efficacy Through the UTAUT2 Model

Lv,

2024

Sage Open

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With the rise of “Internet + Education,” blended learning has become a new trend in higher education. This study aims to explore how behavioral willingness and self-efficacy affect the learning effect of college students in this new learning mode. The Unified Theory of Acceptance and Use of Technology (UTAUT2) was used to construct a theoretical model, and data on the blended learning effectiveness of 167 college students from a university in Southwest China were collected through questionnaires, and the theoretical assumptions and model were verified using Structural Equation Modeling (SEM) in Smart PLS software. It was found that in blended learning, performance expectation, effort expectation, hedonic motivation and facilitation all significantly and positively affect college students’ behavioral intention of blended learning, which in turn positively affects the effect of blended learning, among which hedonic motivation is a more important influencing factor in the behavioral intention of blended learning. Self-efficacy also has a significant positive effect on blended learning effects. Finally, the study proposes countermeasures for teaching improvement from three aspects: teachers’ teaching design, students’ motivation and behavior, and optimization of e-learning platform content and function.

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Promoting math learning in educational games with virtual companions providing learning supports

Guo,

Liu,

Gong

et al. 2024

Educ Inf Technol

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Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction

Cited by 4 publications

References 59 publications

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

Exploring play activites, nutritional status and learning motivation on learning outcomes in children

The Effects of Blended Learning Environment on College Students’ Learning Effectiveness: Exploring the Role of Behavioral Intentions and Self-Efficacy Through the UTAUT2 Model

Promoting math learning in educational games with virtual companions providing learning supports

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