Study of the Self-Determined Motivation among Students in the Context of Online Pedagogical Activities

Abstract

This article explores the self-determined motivation of a first-year students' group in the Ben M'sik Faculty of Science as part of formative assessment in the form of quizzes using the Moodle platform. This evaluation deals particularly with the case of the "Language and Terminology" course. We used Deci and Ryan's (1985, 1991, 2000) [1, 2, 3] Self-Determination Theory (SDT) to better assess motivation in our target audience in this ICT-based learning environment.
 The choice of a quantitative research methodology resulted in the administration of a questionnaire at the end of Semester 1 and 2, the latter is based on the motivation scale in education [4, 5]. The results show that the use of ICT-based formative assessment in university pedagogy appears to energize the self-determined motivation among learners.

The Influence of E-Learning towards Students’ Heutagogy Skills in Higher Education

“…The recommendation of this research had supported by earlier research. If a goal is to improved heutagogy skills, e-learning should focus on metacognitive development (Cole, 2020), self-motivation (Chemsi et al, 2020), and self-monitoring assessment (Baird, 2020;Cho et al, 2020).…”

“…The other result, motivation is needed to develop self-determined skills in studentcentered learning practice. So as in the e-learning process to use assessment for learning would improve motivation to do self-determined learning (Kulakow & Raufelder, 2020) so in e-learning to use assessment for learning would to improved motivation to do selfdetermined learning (Chemsi et al, 2020).…”

Organization of Independent Educational Activities in Primary School

“…является важнейшим средством педагогического руководства и управления самостоятельной познавательной деятельностью обучающегося [8].…”

A Scenario of the Formative E-assessment Based on the ARCS Model: What Is the Impact on Student Motivation in Educational Context?

“…Although the literature indicates that the use of digital technology generates levels of student motivation [12,13,14], several questions remain about the nature of the implementation of distance learning materials and regarding how teachers can design tools to interest students in the learning process and maintain their motivation [15,16]. These topics are critical, as motivation remains one of the key factors that determine student learning outcomes [17].…”