Do Online Teaching and Social Presences Contribute to Motivational Growth?

Autor/inn/en	Lee, Minhye; Lim, Jieun
Titel	Do Online Teaching and Social Presences Contribute to Motivational Growth?
Quelle	In: Distance Education, 44 (2023) 1, S.66-85 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Minhye) ORCID (Lim, Jieun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2088478
Schlagwörter	Distance Education; Online Courses; Learning Motivation; Student Attitudes; Electronic Learning; Communities of Practice; Preservice Teachers; Elementary Education; Foreign Countries; Asynchronous Communication; Self Efficacy; Learning Strategies; Teacher Student Relationship; Interpersonal Relationship; South Korea + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Motivation for studies; Lernmotivation; Schülerverhalten; Community; Elementarunterricht; Ausland; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Korea; Republik
Abstract	The role of motivation in online learning has been explored mostly as a predictor of course retention or satisfaction, rather than as an adaptive outcome in itself. We thus aimed to investigate how the features of motivation develop in online courses during the semester and how students' perceived teaching and social presences influence their motivational growth in online learning. A total of 152 college students responded to a questionnaire about motivational beliefs, expectancies, and task values, in an online course three times during a semester, as well as perceived teaching and social presences assessed once. Latent growth models reported all motivation variables significantly and positively developed over time, and the motivational growths were predicted by teaching and social presences. More precisely, teaching presence predicted baseline expectancies at the beginning of the course, while social presence predicted both baseline and growth of expectancies and intrinsic value over the course duration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01