Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation

Alamri, Hamdan; Lowell, Victoria L.; Watson, William R.; Watson, Sunnie Lee

doi:10.1080/15391523.2020.1728449

Cited by 130 publications

(99 citation statements)

References 35 publications

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“…This outcome may be attributed to the use of many newly introduced online learning tools during the COVID-19 pandemic and the relatively flexible class schedule of OCBL; thus, students had more choices than before. This finding is consistent with Alamri et al (2020) who argue that when students perceive that they are given choices for online learning courses, they are more inclined to accept the courses. This study's findings are also in line with previous studies that looked at students' motivation towards their homework completion (Patall et al, 2010).…”

Section: Extrinsic and Intrinsic Motivationsupporting

confidence: 90%

“…Indeed, the increased usage and training promote accounting students' familiarity and proficiency with the online component, thus boosting their confidence in achieving success. The result is endorsed by Alamri et al (2020), who found that students' perceived competence can significantly motivate them to enrol in online learning courses. Likewise, Tanaka (2017) also noted that perceived competence can significantly and positively motivate learners.…”

Section: Extrinsic and Intrinsic Motivationmentioning

confidence: 97%

“…It is a critical element in deciding an individual's internal motivation. Usually, those with a high level of perceived competence are more motivated to participate in the activities (Alamri et al, 2020;Froiland and Oros, 2014). Based on this, the fourth hypothesis was proposed: H4.…”

Section: Intrinsic Motivational Factorsmentioning

confidence: 99%

“…Perceived choice evaluates how an individual feels when he/she is involved in an activity because he/she chooses to participate in it (Monteiro et al, 2015). Studies reported that perceived choice is able to motivate individuals' behaviour (Alamri et al, 2020;Patall et al, 2010). It is reasonable to assume that if activities were chosen voluntarily by individuals, they tend to be better accepted.…”

Section: Intrinsic Motivational Factorsmentioning

confidence: 99%

See 3 more Smart Citations

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Liu

Zainuddin

2021

QAE

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Purpose This study aims to explore the extrinsic and intrinsic motivational factors that affect accounting students’ acceptance behaviour towards the online component of blended learning (OCBL) in the context of COVID-19. Design/methodology/approach A sample of 354 accounting students from a Malaysian public university was selected. Confirmatory factor analysis, correlation and regression analysis and an independent sample t-test were used for data analysis. Findings The results showed that the predictor motivational variables in this study affected the acceptance behaviour of the participants except for perceived ease of use. Moreover, perceived value appeared to be the most influential factor. The results also indicated that postgraduates tend to accept the OCBL more than undergraduates. Research limitations/implications As the study participants were from only one public Malaysian university, generalisability is limited. In addition, this study only focussed on accounting students who were already enrolled in blended learning courses. Future studies could expand the population by considering those who have not signed up for such courses. Nevertheless, this study offers many theoretical and practical implications. Originality/value This study contributes to the OCBL literature, especially in accounting education, which was affected by the COVID-19 pandemic. It also offers practical suggestions for educational institutions and technology system designers to expand on the usage of OCBL and improve users’ acceptance of it.

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Section: Extrinsic and Intrinsic Motivationsupporting

confidence: 90%

Section: Extrinsic and Intrinsic Motivationmentioning

confidence: 97%

Section: Intrinsic Motivational Factorsmentioning

confidence: 99%

Section: Intrinsic Motivational Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Liu

Zainuddin

2021

QAE

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“…A number of studies suggest how online or distance learning can be made more student-centered, for example, through peer-grading [Rayens & Ellis, 2018], personal challenge and responsibility [McCombs, 2015], collaborative projects and peer assessment [Stickler & Hampel, 2015]. Personalisation is a way to tailor online instruction to learners' needs by provision of individualised and personalised feedback, task selection, choice of learning pathways and learning topics, curriculum relevance [Alamri, Lowell, Watson, & Watson, 2020].…”

mentioning

confidence: 99%

Emergency Transition: Have Tertiary Language Students’ Needs Been Met?

Victorovna

2021

PDC

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The emergency transition of university education online posits a number of questions which are still to be answered. This paper aims to investigate whether language students’ needs were met when instruction was delivered completely online. To understand this, parallel questionnaires based on the current research on the needs, engagement and motivation in online and distance learning environments were administered to language instructors (N=69) and their students (N=148) at a large university in Russia. The instructors self-evaluated related competences, and the students assessed the experience of distant online language learning. The data collected via the questionnaires was subject to statistical analysis. The results showed a discrepancy in the instructors’ beliefs and students’ perceptions. The instructors were confident about their ability to meet the language learners’ needs, to provide individualisation, motivate and engage students, however, the students did not feel that happening. Open answers, which were analysed qualitatively, shed light on the reasons behind the mismatch in opinions. The students’ need for communication and interaction was inhibited by the limitations of the medium and the transactional distance. These factors contributed to the reduction of engagement, motivation and concentration. The interviews with 20 university language instructors revealed the practices the instructors implemented to meet the students’ needs, and identified the challenges they faced. Some implications for online language instructor training and development are discussed.

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Effects of Using VR on Computer Science Students’ Learning Behavior in Indonesia

Yakin

Cardoso

et al. 2023

Handbook of Computational Sciences

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Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation

Cited by 130 publications

References 35 publications

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Emergency Transition: Have Tertiary Language Students’ Needs Been Met?

Effects of Using VR on Computer Science Students’ Learning Behavior in Indonesia

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