Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach

Abstract

This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums. Implications for practice or policy: For instructors, student usership and design can spur motivation in online classrooms. For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms. The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.

Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach

“…Skills level and experience can positively influence technology use [108], and this has been verified empirically [109,110]. According to [111], the Internet, especially educational tools, is expanding at an exponential rate, and the abilities needed to thrive in technologically based societies are likely to overlap with those needed to study in technologically enhanced classrooms. There is evidence that most educators who expressed negative or indifferent opinions about incorporating technology into their teaching practices lack the necessary background information and expertise to do so in a way that allows them to make "informed decisions" about technology integration [105].…”

Interventions for the Development of Intrinsic Motivation in University Online Education: Systematic Review—Enhancing the 4th Sustainable Development Goal

“…The primary focus of self-determination theory is on internal motivational factors based on the support of the basic psychological needs for growth [6,7,9,17]: autonomy (the desire for autonomy and a sense of responsibility for one's actions), competence (in which individuals feel effective and capable); and relatedness (in which individuals feel meaningfully connected to or cared for by other individuals and groups). Specifically, based on self-determination theory, there has recently been an increase in studies in education that have aimed to develop IM through specific interventions or programs [4,[18][19][20][21]. Some have chosen to synchronize their study materials at any place or time and using any device, which can enhance academic achievement and deepen the teacher-student bond through information sharing [20]; others have taken into account technological, organizational and environmental impacts in their intervention [18]; another intervention seeks the development of competencies through agile methodologies and didactic materials that were created to promote interest in learning, improve attention, and boost IM, enhancing autonomous, active, and self-directed learning [19].…”

“…Some have chosen to synchronize their study materials at any place or time and using any device, which can enhance academic achievement and deepen the teacher-student bond through information sharing [20]; others have taken into account technological, organizational and environmental impacts in their intervention [18]; another intervention seeks the development of competencies through agile methodologies and didactic materials that were created to promote interest in learning, improve attention, and boost IM, enhancing autonomous, active, and self-directed learning [19]. Other lecturers have explored the topic through blogs preparing integrative, innovative, computer-based interactive case studies as learning materials through informal game experiences since they reflect the collaborative skills necessary in educational or professional communities [4,21].…”