Motivation in online learning: Testing a model of self-determination theory

Chen, Kuan‐Chung; Jang, Syh-Jong

doi:10.1016/j.chb.2010.01.011

Cited by 577 publications

(480 citation statements)

References 40 publications

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“…In relation to questions dealing with online education, it is possible to identify that the concern raised by the above-mentioned authors is shared by other researchers who have worked in research seeking to identify, analyze and evaluate the motivation of students in virtual learning environments (VLEs) (Chen & Jang, 2010;Fiuza et al, 2013;Hartnett et al, 2011). Adell, Bellver and Bellver (2010) conceptualize the virtual learning environment as a computational system, connected to an Internet/intranet network, whose principal function is to structure an educational space which affords access to a variety of content, and which viabilizes communication between the students and between these and their teachers.…”

Section: Students' Motivation In Vlesmentioning

confidence: 99%

“…In the light of this context, questions related to attention, interest, effort, commitment and satisfaction -that is, to the student's motivation in learning situations -have concerned professionals who work in the area of education and psychology (Chen & Jang, 2010;Fiuza, Sarriera, & Bedin, 2013;Hartnett, St George, & Dron, 2011). This being the case, this study sought to identify the students' motivation for learning in virtual learning environments.…”

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confidence: 99%

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Students’ Motivation for Learning in Virtual Learning Environments

Beluce

Oliveira

2015

Paidéia (Ribeirão Preto)

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The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students’ motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and Motivation to Learn Scale in Virtual Learning Environments (TLSM-VLE). The scale presented 32 items and six dimensions, three of which aimed to measure the variables of autonomous motivation, controlled motivation, and demotivation. The participants were 572 students from the Brazilian state of Paraná, enrolled on higher education courses on a continuous education course. The results revealed significant rates for autonomous motivational behavior. It is considered that the results obtained may provide contributions for the educators and psychologists who work with VLEs, leading to further studies of the area providing information referent to the issue investigated in this study.

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Section: Students' Motivation In Vlesmentioning

confidence: 99%

mentioning

confidence: 99%

Students’ Motivation for Learning in Virtual Learning Environments

Beluce

Oliveira

2015

Paidéia (Ribeirão Preto)

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“…Its main features are flexible in formats and texts, interesting, low-pressure, reusable, and instant in feedback and interaction. The benefits are not guaranteed but it is interesting that the research literature shows that online learning increase the abilities of decision-making, critical thinking [8], and higher level of intrinsic motivation [1]. The research results indicate that…”

Section: E-decision Making Competence Based Self-determination Lementioning

confidence: 86%

“…[2]proposed self determination, perceived self-determination and self-perceived ability that the higher the intrinsic motivation will be enhanced, through the gradual internalizing and integrating will eventually be transformed into a self-determined by self motivated of actions or values. [1] integrated organism integration theory (OIT), its emphasis on intrinsic motivation and extrinsic motivation for the achievement of individual learning within the technology and integration, extrinsic motivation by self-the continuity of the decision to order, from low to high degree of external regulation, interjected regulation, indentified regulation, integrated regulation, the degree of autonomy of self-determined motivation to showing a continuous dimension, self-adjusting scale (SRQ-A) [3], [4].…”

Section: Introductionmentioning

confidence: 99%

“…Intrinsic motivation is an individual initiative, are autonomous self-determination, determined mainly by perceived autonomy and perceived competence affected from [1] nothing can be controlled by controlling aspect and informational aspect of the mechanisms affecting intrinsic motivation. [2]proposed self determination, perceived self-determination and self-perceived ability that the higher the intrinsic motivation will be enhanced, through the gradual internalizing and integrating will eventually be transformed into a self-determined by self motivated of actions or values.…”

Section: Introductionmentioning

confidence: 99%

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The Design Concept of e-Decision Making Competence Based Self-Determination Learning On-Line System

Hsu¹,

Chang²

2013

JACN

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Abstract-Online learning becomes a popular and key role in modern education system. Comparing with traditional face-to-face learning, in online learning environment the main advantage is to create self-determination context for flexible learning. The e-decision-making refers to students' critical thinking, analysis/solution of problems, and the operation/assistant of information and e-systems. The purpose of this research is (1) to discuss the competence of computer science students majoring should attain; (2) to establish the indicators of e-decision making competence. This research uses literature review to define the term of "e-decision making". The analytic hierarchy process(AHP) proposed multiple criteria decision-making. In this platform, indicators creating are very importance. That is, electronic decision thinking improves the interaction between the thinking ability on issues and Information processing capabilities. This paper incorporates the concept of self-determination learning into creative learning. Information competency and information skills are employed to model the entire process of scientific invention in a step-by-step manner.

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Student Veteran Engagement in Online Education

Kirchner

Pepper

2020

New Dir Adult Contin Educ

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This chapter is a case study of how a community college located in the Midwestern United States has worked to increase student veterans’ engagement with the campus community while simultaneously being enrolled in online degree programs. Student veterans experience unique transition challenges from the military into college. Moreover, the transition issues can be unintentionally exacerbated when student veterans enroll in degree programs offered entirely online. We consider strategies colleges can use to increase engagement of veterans primarily enrolled in online degree programs and outline their implementation. In addition, a discussion and corresponding challenges are outlined to help higher education administrators implement the engagement strategies with student veterans on their own campus. By developing a structured engagement system, higher education administrators can alleviate some of the transition issues plaguing student veterans and in turn improve engagement, retention, and graduation rates.

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Motivation in online learning: Testing a model of self-determination theory

Cited by 577 publications

References 40 publications

Students’ Motivation for Learning in Virtual Learning Environments

Students’ Motivation for Learning in Virtual Learning Environments

The Design Concept of e-Decision Making Competence Based Self-Determination Learning On-Line System

Student Veteran Engagement in Online Education

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