Being Together: Factors That Unintentionally Undermine Motivation in Co-Located Online Learning Environments

Autor/inn/en	Hartnett, Maggie; St. George, Alison; Dron, Jon
Titel	Being Together: Factors That Unintentionally Undermine Motivation in Co-Located Online Learning Environments
Quelle	In: Journal of Open, Flexible and Distance Learning, 15 (2011) 1, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1179-7665
Schlagwörter	Learning Motivation; Distance Education; Electronic Learning; Case Studies; Self Determination; Personal Autonomy; Competence; Cooperative Learning; Blended Learning; Problem Based Learning; Learning Theories; Adult Learning; Scores; Performance Factors; High Stakes Tests; Time Management; Technology Uses in Education; Task Analysis; Asynchronous Communication; Qualitative Research; Foreign Countries; Questionnaires; Semi Structured Interviews; New Zealand + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Selbstbestimmung; Individuelle Autonomie; Kompetenz; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung; Leistungsindikator; Zeitmanagement; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufgabenanalyse; Qualitative Forschung; Ausland; Fragebogen; Neuseeland
Abstract	This paper reports on one aspect of a larger case study that explores the nature of motivation to learn in an online distance environment. The study adopts self-determination theory (SDT) as a theoretical framework and focuses particularly on the underlying concepts of autonomy and competence. These are used to investigate ways in which certain situational factors, that fail to accommodate the specific autonomy and competence needs of co-located learners, can undermine perceptions of personal agency and efficacy. This, in turn, has a detrimental effect on self-determined types of motivation including intrinsic motivation. Results from one collaborative group of learners, situated in a co-located blended learning context, are presented here. They suggest that the differing circumstances of students need to be accommodated to foster autonomous types of motivation among learners. (As Provided).
Anmerkungen	DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://journals.akoaotearoa.ac.nz/index.php/JOFDL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01