A Framework for Self-Determination in Massive Open Online Courses: Design for Autonomy, Competence, and Relatedness

Autor/inn/en	Martin, Neil I.; Kelly, Nick; Terry, Peter C.
Titel	A Framework for Self-Determination in Massive Open Online Courses: Design for Autonomy, Competence, and Relatedness
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 2, S.35-55 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Self Determination; Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Motivation; Personal Autonomy; Competence; Relevance (Education); Theories; Design; Sport Psychology; Surveys; Adult Education + Suchen Sie Ihr Suchwort? Selbstbestimmung; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; psychologische; Motivation (psychologisch); Individuelle Autonomie; Kompetenz; Relevance; Relevanz; Theory; Theorie; Survey; Umfrage; Befragung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled "Elite Sport Performance: Psychological Perspectives". Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating selfdetermination theory has utility in the development of MOOCs that successfully engage learners. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01