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Science-writing in the blogosphere as a tool to promote autonomous motivation in education
ARTICLE

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Internet and Higher Education Volume 35, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

We sought to establish a collaborative learning environment for our first-year university cell biology course that would be sufficiently challenging to warrant team effort and turn students into autonomous learners. We chose team-based science-writing blogs, a choice grounded in the Self Determination Theory. This theory posits that a sense of autonomy, competence and relatedness are essential requirements to perform a task in an autonomous-motivated fashion. Through surveys over a period of four years, we assessed how students perceived the blog project. Qualitative analyses revealed that students recognized and appreciated their autonomy. They also consistently considered as positive a sense of competence, expressed as being useful, and relatedness, i.e. relating with others and working together. A quantitative analysis based on an intrinsic-motivation inventory revealed that students experienced science-writing on the web as an intrinsically motivating learning task. We conclude that web-based learning triggers motivation to learn autonomously and discuss how task authenticity may play an important role in this process.

Citation

Kramer, I.M. & Kusurkar, R.A. (2017). Science-writing in the blogosphere as a tool to promote autonomous motivation in education. Internet and Higher Education, 35(1), 48-62. Elsevier Ltd. Retrieved January 23, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2017.08.001

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