Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research in<i>Distance Education</i>

Ng, Clarence

doi:10.1080/01587919.2019.1681892

Cited by 25 publications

(19 citation statements)

References 100 publications

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“…Motivational strategies were using technology for supportive personal conversations, providing feedback on work and having clear expectations, supporting Simpson's (2008) model of proactive motivational support. Also motivating were course resources and specific activities, which aligns with the notion of distributed motivation whereby motivation lies not just with the student but also with learning materials, multimedia technologies and learning platforms (Ng, 2019). The significance of motivation is reflected in its inclusion in the revised framework ( Figure 2).…”

Section: Discussionmentioning

confidence: 69%

“…Motivation (or lack of) was an important theme and an aspect not identified by Kearney et al (2012). Participants were learning without school structures, and many struggled to find motivation to study without the extrinsic drivers of school routines -a context differing from that envisioned by Kearney et al The critical role of motivation to engage in distance learning has long been recognised (Ng, 2019), but with nearly 40% of participants citing they lacked motivation to study at home this aspect needed more cognisance by teachers. Motivational strategies were using technology for supportive personal conversations, providing feedback on work and having clear expectations, supporting Simpson's (2008) model of proactive motivational support.…”

Section: Discussionmentioning

confidence: 99%

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High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Yates

Starkey

Egerton

et al. 2020

Technology, Pedagogy and Education

182

136

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The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.'s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners' experience when using digital devices for learning: personalisation, authenticity and collaboration. High school students in their final two years of schooling (n = 1975) responded to a questionnaire consisting of quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. Aspects of Kearney et al.'s framework were reflected in participants' experience, but further characteristics were identified. Authenticity and collaboration facilitated learning, but participants valued supportive pedagogies and motivational strategies which enabled academic progress and enhanced wellbeing. Effective use of technology mediated supportive pedagogies, and an alternative framework was developed to incorporate these additional findings.

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Section: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Yates

Starkey

Egerton

et al. 2020

Technology, Pedagogy and Education

182

136

View full text Add to dashboard Cite

show abstract

“…Participants were learning without school structures, and many struggled to find motivation to study without the extrinsic drivers of school routinesa context differing from that envisioned by Kearney et al. The critical role of motivation to engage in distance learning has long been recognised (Ng, 2019) but with nearly 40% of participants citing they lacked motivation to study at home this aspect needed more cognisance by teachers. Motivational strategies were using technology for supportive personal conversations, providing feedback on work and having clear expectations supporting Simpson's (2008) model of proactive motivational support.…”

Section: Discussionmentioning

confidence: 97%

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Yates¹,

Starkey²,

Egerton³

et al. 2020

Preprint

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“…When the challenges faced by the participants are analysed, it is seen that they mostly have difficulties in internet access and lack of infrastructure, classroom management and human resources. When the literature is examined, it is seen that the difficulties encountered in distance education are addressed under the titles of legislation, infrastructure, internet access, trained human resources, course material, content, and application problems (Dhanarajan, 2001;Andersson, 2008;Burns, 2011;Korucu & Alkan, 2011;Littlefield et al, 2019;Ng, 2019;Barari et al, 2020;Heeks, 2020). It can be said that the themes emerging in this research are coherent with the themes mentioned in the literature.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…While in the distance education lessons prepared, the problems students experience is collected under the headings of internet access and hardware (computer, tablet, mobile phone, etc.) lack of interaction with the instructor, response time, and socialization, for educators, Legislation, Infrastructure, Human Resources, Content, and Application are the most emphasized challenges in research (Burns, 2011;Korucu & Alkan, 2011;Littlefield et al, 2019;Ng, 2019;Barari et al, 2020, Adnan & Anwar, 2020Andersson, 2008).…”

Section: About Distance Educationmentioning

confidence: 99%

Challenges in Distance Education During the (Covid-19) Pandemic Period

Sarı

Nayır

2020

QRE

133

111

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The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.

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Shifting the focus from motivated learners to motivating distributed environments: a review of 40 years of published motivation research inDistance Education

Cited by 25 publications

References 100 publications

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Challenges in Distance Education During the (Covid-19) Pandemic Period

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