Initial Research will be discussing articles surrounding the viability of On line courses, Student Motivation, Retention, Learning Disability Accessibility, and Learning styles. We will use this area as a place to post articles, ideas, and other related Proposal ideas.
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Initial Research will be discussing articles surrounding the viability of On line courses, Student Motivation, Retention, Learning Disability Accessibility, and Learning styles. We will use this area as a place to post articles, ideas, and other related Proposal ideas.
Initial Research will be discussing articles surrounding the viability of On line courses, Student Motivation, Retention, Learning Disability Accessibility, and Learning styles. We will use this area as a place to post articles, ideas, and other related Proposal ideas.
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http://ir.uiowa.edu/cgi/viewcontent.cgi?article=4749&context=etd 184 page article on Spring 2013
ReplyDeleteSupporting students' motivation in college online
courses
Jae-eun Lee Russell
University of Iowa
Copyright 2013 Jae-eun Russell
This dissertation is available at Iowa Research Online: http://ir.uiowa.edu/etd/2620
An Abstract
Of a thesis submitted in partial fulfillment of the requirements for the Doctor of
Philosophy degree in Psychological and Quantitative Foundations (Educational
Psychology) in the Graduate College of The University of Iowa
May 2013
Thesis Supervisor: Associate Professor Kathy L. Schuh
ABSTRACT
Students’ motivation has been identified as a critical factor for meaningful
engagement and positive academic achievement in various educational settings. In
particular, self-regulation strategies have been identified as important skills in online
learning environments. However, applying self-regulation strategies, such as goal setting,
strategic planning, and reflect performance takes significant effort. Without motivation,
students will not enact these types of strategies. Autonomous self-regulation has been
investigated in traditional classroom settings and there is ample empirical evidence of a
significant relationship between autonomous self-regulation and engagement and
academic achievement. However, such research was limited in online learning
environments.
The purpose of this study was to investigate the factors that affected students’
autonomous or self-determined forms of regulation as defined in self-determination
theory (SDT). The study examined the relations between students’ self-regulated
motivation and four other variables (students’ interests in the course, students’ perception
of their instructor’s interaction type, students’ technology self-efficacy, and students’
perception of the degree to which their online learning environment used constructivistbased
pedagogy), and the interactions among these variables in college online courses. In
addition, the study examined the relationship between students’ autonomous forms of
regulation and their engagement, learning achievement, interaction behaviors, and
satisfaction in the online course. For students’ interaction behaviors, the total number of
2
authored and read messages, the total number of visits to the content page, the total
number of visited topics in the content page, and total duration spent in the content page
were examined.
One hundred forty students in 19 online courses participated in this study. The
results of hierarchical linear modeling analyses revealed: (a) Both environmental factors,
instructors’ autonomy-supportive interaction and learning environments using
constructivist-based pedagogy predicted students’ autonomous self-regulated motivation
(b) Students’ autonomous self-regulated motivation predicted students’ self-reported
engagement, achievement, and satisfaction (c) Two personal factors, interest in the course
and technology self-efficacy did not predict students’ autonomous self-regulation (d)
Students’ autonomous self-regulated motivation did not predict any interaction behaviors.
The findings from this study are largely congruent with prior theory and research
in the fields of academic motivation, self-determination, and online learning, which note
that environmental factors, instructors’ autonomy-supportive interaction and
constructivist-based pedagogy significantly affect students’ autonomous self-regulation
in online learning environments.