Supporting students' motivation in college online courses

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 TABLE OF CONTENT Page LIST OF TABLES…………………………………………………………………… iv

Interaction Analysis in Online Learning Communities: The Student Leader

“…They also confirm the conclusions of Jerez, Orsini, Ortiz & Hasbun's (2021) study that summarize the conditions that determine the effectiveness of large-group learning activities in higher education as follows: student-teacher and student-student interaction; implementation of active learning strategies; classroom management; students' motivation and commitment; and the use of online teaching resources. It also confirms the results of a study by Russell (2013) which stated that environmental factors, instructors' autonomy-supportive interaction and learning environments using constructivist-based pedagogy predicted students' autonomous self-regulated motivation which in turn predicted students' selfreported engagement, achievement, and satisfaction.…”

“…Personal factors such as interest in the course and technology self-efficacy did not predict students' autonomous self-regulation. Students' autonomous self-regulated motivation did not predict any interaction behaviors either (Russell, 2013).…”

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“…According to Miller (as quoted in Seldin , 156), “Effective teachers personify enthusiasm for their students, their area of competence, and life itself.” Teachers’ energy and enthusiasm for teaching and for the subject matter can be synergistic and contagious to their students. Enthusiasm can often be a mutual process in which both teachers and students share and show interest to teach and learn simultaneously (Russell ).…”