What Motivates Students in the Online Communication Classroom? An Exploration of Self-Determination Theory

Jacobi, Laura

doi:10.9743/jeo.2018.15.2.1

Cited by 22 publications

(16 citation statements)

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“…SDT is a popular empirically supported motivation framework which has been widely used to understand the motivational processes of individuals across various life contexts: sports, 21,22 language learning and communication, 23‐25 math, 26,27 health, 28‐32 organisational management, 33,34 religion 35 and parenting 36,37 . Surprisingly, despite its significance in understanding students’ achievement, motivation has not received commensurate attention in the context of IPE 8 .…”

Section: Introductionmentioning

confidence: 99%

Autonomous motivation explains interprofessional education outcomes

et al. 2020

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Objectives In response to the observations that interprofessional education (IPE) is seemingly atheoretical or under‐theorised, this quantitative research seeks to uncover students’ motivational mechanisms which could explain their behavioural and collaborative outcomes using self‐determination theory (SDT). While SDT has been studied in various contexts, its applicability to IPE remains underexplored. This study aims to integrate a new perspective in understanding students’ motivation in IPE by exploring how the fulfilment of a need for sense of autonomy, competence and relatedness is linked to desirable IPE outcomes. Methods Utilising quantitative methods, we involved 255 health care students in Hong Kong from the medical, nursing and pharmacy disciplines enrolled in IPE anticoagulation therapy module. They were invited to respond to the Psychological Need Satisfaction Questionnaire and other measures as part of the post‐test. Results Sense of autonomy emerged as the strongest positive predictor of behavioural (collective dedication, behavioural engagement) and collaboration outcomes (team effectiveness, goal achievement). There were no significant program‐level differences across these outcomes except for behavioural engagement for which nursing students had a higher perception than medicine students. Conclusions We were able to demonstrate that SDT is a meaningful framework in understanding behavioural and collaboration outcomes in IPE. The major theoretical contribution of this study refers to the ability of students’ motivation to explain variance in their behavioural outcomes. That is, sense of autonomy consistently predicted team effectiveness, collective dedication, behavioural engagement and goal achievement. Autonomous motivation among a sample of health care students can explain behavioural outcomes. Theoretical, methodological and practical implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Autonomous motivation explains interprofessional education outcomes

et al. 2020

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“…According to many surveys, the convenience and flexibility of online learning have a significant impact on the student's motivation for online learning (Kim & Frick, 2011). The online learning is presenting greater flexibility for students who are finding difficulty in joining the class physically by removing geographical limitations in higher education (Kocdar, Karadeniz, Bozkurt & Buyuk, 2018) listed by more than half of undergraduate and graduate learners in response to a question about what motivates them to attend online classes (Jacobi, 2018). It is obvious that in an online learning environment, flexibility and convenience of learning are essential characteristics that promote students' motivation.…”

Section: Online Learning Environmentmentioning

confidence: 99%

Motivating Factors Influencing Online Learning Among University Students: A Study of a Private University in Malaysia

Kadiresan

Jung²,

Rasu³

2021

jsss

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The purpose of this study is to examine the motivating factors that influence online learning among university students during the Covid-19 pandemic era. Due to sudden transformation from traditional face-to-face learning approach to remotely digital learning, some present studies revealed that students’ motivation in online learning is probably the most important factor that educators can target to improve learning. There are four chosen independent variables in this study which are student’s participation, role of instructors, online learning environment and technical infrastructure affect online learning. This research uses a survey method where 150 questionnaires are distributed online. Then, the collected data are tabulated to analyze the findings and results.

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“…This shows that achievement motivation has an important role in learner's engagement in academic activities. The level of motivation possessed by a learner contributes well to the degree of involvement in academic activities (Appleton et al, 2008;Fredricks et al, 2016;Jacobi, 2018;Sorić et al, 2017). Therefore, motivation both intrinsic and extrinsic, is very important and much needed in students for engaging in the learning process.…”

Section: Factors Affecting Online Learning Engagementmentioning

confidence: 99%

Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal

Abubakari

Mashoedah

2021

IJDEEL

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Universities in Indonesia implemented online learning following the command by the government as among the ways to mitigate the Covid-19 infections. However, fully online learning is a new experience for most educators and students including international students in Indonesia. Little is known about factors influencing online learning engagement, particularly in relation to international students. Therefore, this study proposes a conceptual model of online learning engagement based on literature review. Thus, method used is reviewing previous studies obtained from various academic journals which discussed the concept of student engagement and its related factors. The results of literature analysis indicate that student engagement is a crucial factor towards student academic and nonacademic success. Also, findings from analysis indicate that, learner engagement is influenced by a number of factors such as institutional support, instructor interactivity, student motivation, and learning material interactivity. Finally, the conceptual model of online learning engagement is proposed based on previous empirical studies. Recommendation for future studies is also discussed.

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What Motivates Students in the Online Communication Classroom? An Exploration of Self-Determination Theory

Cited by 22 publications

References 0 publications

Autonomous motivation explains interprofessional education outcomes

Autonomous motivation explains interprofessional education outcomes

Motivating Factors Influencing Online Learning Among University Students: A Study of a Private University in Malaysia

Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal

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