Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

Hsu, Hui-Ching Kayla; Wang, Cong; Levesque‐Bristol, Chantal

doi:10.1007/s10639-019-09863-w

Cited by 203 publications

(139 citation statements)

References 30 publications

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“…Numerous investigators have applied the SDT framework to intrinsic motivation in educational contexts (Niemiec & Ryan, 2009). For instance, in technology-enhanced online learning Hsu et al. (2019) showed that when basic psychological needs were fulfilled it enhanced learning motivation, which generated a higher perceived knowledge transfer with better achievement of course objectives.…”

Section: Literature Reviewmentioning

confidence: 99%

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

105

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This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.

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Section: Literature Reviewmentioning

confidence: 99%

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

105

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“…The focus of the present study was Physical education teacher in-service training, which was delivered in the form of an online CoP via social networking, utilizing “Facebook groups” function as a tool. Although recent research applying SDT in online learning environments seems promising (e.g., Chen & Jang, 2010 ; Hsu, Wang, & Levesque-Bristol, 2019 ; Martin et al., 2018 ; Wang et al., 2019 ), there is a scarcity of research in the context of SNSs such as Facebook, testing SDT applicability not only to samples of students, or undergraduates (e.g., Saini & Abraham, 2019 ) but to in-service teachers as well. To address this gap, an online in-service PE teacher training which was founded on SDT, implemented and evaluated in terms of participants’ motivation and active engagement with the learning process.…”

Section: Discussionmentioning

confidence: 99%

Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

Gorozidis

Tzioumakis

Κrommidas

et al. 2020

Teaching and Teacher Education

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The purpose of the study was the evaluation of a teacher in-service training program, namely “PE.T.Co.N.“, an online community of practice via Facebook groups. Drawing from Self-Determination theory (SDT), the program aimed at satisfying teachers’ autonomy, competence, and relatedness needs and facilitating their autonomous motivation. Pre-post measurements showed significant improvements in key variables that can determine training success. Preliminary quantitative group insights supported by qualitative data revealed enhanced participatory dynamics in terms of members’ interaction. Findings suggest that PE.T.Co.N. is a promising, innovative approach to teacher training. Implications are discussed in light of SDT.

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“…Discussions, presentations, elaborations, and critique activities that formed key aspects of constructivist instruction enhanced understanding and memory of participants in the constructivist group (Andersen & Andersen, 2017;Connell et al, 2016;Hsu et al, 2019;Izzo, 2012;Kharb et al, 2013;Laal et al, 2013;McKnight et al, 2016;Montrieux et al, 2015;Öhrstedt & Lindfors, 2018;Zenda, 2017). The engagement phase provided learners with opportunity and much needed scaffolding which made them more focused and clearer on how to carry out investigations and what to discuss in the groups.…”

Section: Comparing Constructivist and Conventional Instructionmentioning

confidence: 99%

Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

Mwanda

Midigo

2019

JPBI

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Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centered education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, post-test, attitude questionnaire, and teacher's questionnaire. The data collected was analyzed descriptively using mean and standard deviation values, while t-test and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. Moreover, the both positive learner and negative teacher attitudes toward the application of constructivism was found as considerable as inadequate compulsory facilities in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementing constructivist learning approach in secondary schools in Kenya.

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Reexamining the impact of self-determination theory on learning outcomes in the online learning environment

Cited by 203 publications

References 30 publications

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Facebook group PETCoN (Physical Education Teacher Collaborative Network). An innovative approach to PE teacher in-service training: A self-determination theory perspective

Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

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