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ERIC Number: EJ963930
Record Type: Journal
Publication Date: 2011-Oct
Pages: 19
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1492-3831
Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent
Hartnett, Maggie; St. George, Alison; Dron, John
International Review of Research in Open and Distance Learning, v12 n6 p20-38 Oct 2011
Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions. (Contains 3 tables and 1 figure.)
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand