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Extending the Traditional Classroom through Online Discussion: The Role of Student Motivation
ARTICLE

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Journal of Educational Computing Research Volume 34, Number 1, ISSN 0735-6331

Abstract

Two studies addressed students' motivation and participation in an online discussion board which was part of a traditional lecture-based course. The discussion board represented an external communication resource to extend the learning activities beyond the classroom. Self-Determination Theory was used as the theoretical framework to investigate: (a) how students' participation in online discussion related to their intrinsic motivation and attitude toward the class; b) how students' intrinsic motivation changed over time; and c) what factors students noted as responsible for the changes in their motivation level. A total of 123 undergraduate students participated in online discussion as a normal part of their instructional technology class. The results showed that students' participation was related to their intrinsic motivation, but not to their computer/internet skills. Over time, students' intrinsic motivation for participating in online discussion dropped steadily. Student-reported reasons for the motivation changes are discussed. (Contains 2 figures and 4 tables.)

Citation

Xie, K., Debacker, T.K. & Ferguson, C. (2006). Extending the Traditional Classroom through Online Discussion: The Role of Student Motivation. Journal of Educational Computing Research, 34(1), 67-89. Retrieved August 24, 2019 from .

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