You are here:

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

, ,

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


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.)


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 .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact