Motivation in Online Education (eBook)

Maggie Hartnett is a senior lecturer in the Institute of Education at Massey University, New Zealand, where she coordinates and teaches in the area of e-learning at postgraduate and undergraduate levels. Her research interests include motivation and engagement in technology enhanced environments, teaching and learning with digital technologies, support for digital learners, digital places, and spaces of learning. Maggie is an executive member of Flexible Learning Association of New Zealand and is an associate editor of the New Zealand based Journal of Open, Flexible and Distance Learning.

Foreword 6
The Central Problem 6
The Systemic Motivational Problems of Traditional Educational Systems 7
All Together Now 7
Teacher Control 8
Why Online Is Different 8
The Complex Nature of Motivation in Online Education 9
References 9
Preface 10
Structure of the Book 10
Acknowledgements 12
Contents 13
List of Figures 16
List of Tables 17
Abbreviations 18
1 Introduction 19
Abstract 19
1.1 Background 19
1.2 Research Issues 20
References 20
2 The Importance of Motivation in Online Learning 22
Abstract 22
2.1 Motivation and Online Education 22
2.2 Online Learning 23
2.2.1 Definition 23
2.2.2 Learner Autonomy and Control in Online Learning 24
2.2.3 Contemporary Theories of Learning 25
2.2.4 The Role of Interaction in Online Learning 27
2.3 Motivation to Learn in Online Environments 29
2.3.1 What is Motivation? 30
2.3.2 Why is Motivation Important? 30
2.3.3 Motivation, the Learning Environment and the Learner 31
2.3.3.1 Motivation from a Learning Design Perspective 31
2.3.3.2 Motivation from a Learner Trait Perspective 32
2.3.3.3 Motivation from a Situational Perspective 36
2.4 Self-determination Theory as a Framework for Studying Online Motivation 37
2.5 Summary 40
References 41
3 The Case Studies 50
Abstract 50
3.1 Background to the Study 50
3.2 The Nature of Motivation 53
3.2.1 Case Study 1 53
3.2.2 Case Study 2 56
3.2.3 Comparing the Cases 59
3.3 Influences on Motivation 60
3.3.1 Autonomy 60
3.3.1.1 Influences that Support Autonomy 60
3.3.1.2 Influences that Undermine Autonomy 68
3.3.1.3 Summary of Autonomy Influences 75
3.3.2 Competence 76
3.3.2.1 Influences that Support Competence 76
3.3.2.2 Influences that Undermine Competence 81
3.3.2.3 Summary of Competence Influences 85
3.3.3 Relationships 86
3.3.3.1 Influences that Support a Sense of Relatedness 86
3.3.3.2 Influences that Undermine a Sense of Relatedness 89
3.3.3.3 Summary of Relatedness Influences 91
3.4 Summary 91
References 91
4 What Do the Case Studies Tell Us About Motivation? 93
Abstract 93
4.1 Introduction 93
4.2 The Nature of Motivation 94
4.2.1 Motivation Is Affected by Context 94
4.2.2 Different Types of Motivation Co-Exist in a Complex Mix 96
4.3 Supportive Motivational Influences 97
4.3.1 The Role of Teachers 98
4.3.1.1 Teacher Influences that Support the Competence Needs of Learners 98
4.3.1.2 Teacher Influences that Support the Autonomy Needs of Learners 99
4.3.1.3 Teacher Influences that Supported the Relatedness Needs of Learners 101
4.3.2 Learning Activities 102
4.3.2.1 Learning Activity Influences that Supported the Competence Needs of Learners 103
4.3.2.2 Learning Activity Influences that Supported the Autonomy Needs of Learners 105
4.3.3 Other Learners 107
4.3.3.1 Peers Influences that Supported the Competence Needs of Learners 108
4.3.3.2 Peer Influences that Supported the Autonomy Needs of Learners 109
4.3.3.3 Peer Influences that Supported the Relatedness Needs of Learners 110
4.4 Undermining Motivational Influences 112
4.4.1 The Role of Teachers 112
4.4.1.1 Teacher Influences that Undermined the Competence Needs of Learners 112
4.4.1.2 Teacher Influences that Undermined the Autonomy Needs of Learners 113
4.4.2 Learning Activities 114
4.4.2.1 Learning Activity Influences that Undermined the Competence Needs of Learners 115
4.4.2.2 Learning Activity Influences that Undermined the Autonomy Needs of Learners 117
4.4.2.3 Learning Activity Influences that Undermine the Relatedness Needs of Learners 120
4.4.3 Other Learners 121
4.4.3.1 Peer Influences that Undermined the Autonomy Needs of Learners 121
4.4.3.2 Peer Influences that Undermined the Relatedness Needs of Learners 122
4.5 Summary 124
References 125
5 Motivation Guidelines for Teachers, Designers and Learners 130
Abstract 130
5.1 What Teachers Can Do to Support the Motivation of Online Learners 131
5.1.1 Autonomy Support 131
5.1.2 Competence Support 133
5.1.3 Relatedness Support 134
5.2 What Designers Can Do to Help Support Learner Motivation 135
5.2.1 Autonomy Support 135
5.2.2 Competence Support 136
5.2.3 Relatedness Support 137
5.3 Knowing What Helps—Motivation Guidelines When Working with Other Learners 138
5.3.1 Autonomy Support 138
5.3.2 Competence Support 139
5.3.3 Relatedness Support 140
References 141
6 Concluding Remarks 142
Abstract 142
6.1 Conclusions 142
6.1.1 Motivation to Learn Online is Complex, Multidimensional and Situation-Dependent 143
6.1.2 Social and Contextual Factors Influence the Motivation Experienced by Online Learners 144
6.2 Future Directions 146
6.3 Final Thoughts 147
References 148