Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learner...

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Autores principales:	Maggie Hartnett, Alison St. George, Jon Dron
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	motivation self-determination theory online learning distance education e-learning intrinsic Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/3b05134835ad456f8758066f4475a1a2
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spelling	oai:doaj.org-article:3b05134835ad456f8758066f4475a1a22021-12-02T19:20:43ZExamining motivation in online distance learning environments: Complex, multifaceted and situation-dependent10.19173/irrodl.v12i6.10301492-3831https://doaj.org/article/3b05134835ad456f8758066f4475a1a22011-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1030https://doaj.org/toc/1492-3831Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions. Maggie HartnettAlison St. GeorgeJon DronAthabasca University Pressarticlemotivationself-determination theoryonline learningdistance educatione-learningintrinsicSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 6 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	motivation self-determination theory online learning distance education e-learning intrinsic Special aspects of education LC8-6691
spellingShingle	motivation self-determination theory online learning distance education e-learning intrinsic Special aspects of education LC8-6691 Maggie Hartnett Alison St. George Jon Dron Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
description	Existing research into motivation in online environments has tended to use one of two approaches. The first adopts a trait-like model that views motivation as a relatively stable, personal characteristic of the learner. Research from this perspective has contributed to the notion that online learners are, on the whole, intrinsically motivated. The alternative view concentrates on the design of online learning environments to encourage optimal learner motivation. Neither approach acknowledges a contemporary view of motivation that emphasises the situated, mutually constitutive relationship of the learner and the learning environment. Using self-determination theory (SDT) as a framework, this paper explores the motivation to learn of preservice teachers in two online distance-learning contexts. In this study, learners were found to be not primarily intrinsically motivated. Instead, student motivation was found to be complex, multifaceted, and sensitive to situational conditions.
format	article
author	Maggie Hartnett Alison St. George Jon Dron
author_facet	Maggie Hartnett Alison St. George Jon Dron
author_sort	Maggie Hartnett
title	Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
title_short	Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
title_full	Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
title_fullStr	Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
title_full_unstemmed	Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent
title_sort	examining motivation in online distance learning environments: complex, multifaceted and situation-dependent
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/3b05134835ad456f8758066f4475a1a2
work_keys_str_mv	AT maggiehartnett examiningmotivationinonlinedistancelearningenvironmentscomplexmultifacetedandsituationdependent AT alisonstgeorge examiningmotivationinonlinedistancelearningenvironmentscomplexmultifacetedandsituationdependent AT jondron examiningmotivationinonlinedistancelearningenvironmentscomplexmultifacetedandsituationdependent
_version_	1718376788073119744

Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent

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