Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
Maggie Hartnett, Alison St. George, Massey University ; Jon Dron, Athabasca University
IRRODL Volume 12, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press
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.
Hartnett, M., St. George, A. & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20-38. Athabasca University Press.
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