What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory

Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-yea...

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Autores principales:	Eric Werth, Katherine Williams
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	OER-enabled pedagogy open pedagogy motivation self-determination theory non-disposable assignment Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9834a50a70e8402db7a8caa3aa56973f
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spelling	oai:doaj.org-article:9834a50a70e8402db7a8caa3aa56973f2021-12-02T16:59:49ZWhat Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory10.19173/irrodl.v22i3.53731492-3831https://doaj.org/article/9834a50a70e8402db7a8caa3aa56973f2021-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5373https://doaj.org/toc/1492-3831Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student responses were assessed using self-determination theory as a theoretical framework, particularly in relation to the motivation regulatory styles displayed by research participants. Results indicate that students experienced various forms of extrinsic motivation during the project based on open pedagogy, with autonomous forms of regulation being more prevalent than controlled regulation. Interview data also suggest that agency plays a role in mediating the internalization of student motivation. Based on these findings, suggestions are provided to the design of assignments in general and open pedagogy specifically to enhance development of autonomous forms of motivation. Eric WerthKatherine WilliamsAthabasca University PressarticleOER-enabled pedagogyopen pedagogymotivationself-determination theorynon-disposable assignmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	OER-enabled pedagogy open pedagogy motivation self-determination theory non-disposable assignment Special aspects of education LC8-6691
spellingShingle	OER-enabled pedagogy open pedagogy motivation self-determination theory non-disposable assignment Special aspects of education LC8-6691 Eric Werth Katherine Williams What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
description	Open pedagogy is growing in popularity as an instructional method to decentralize classroom power dynamics, engage students, and provide greater meaning to student work. To investigate the impact of open pedagogy on motivation, interviews were conducted with first-year college students at a four-year liberal arts college after completing a semester-long project based on this pedagogical approach. Student responses were assessed using self-determination theory as a theoretical framework, particularly in relation to the motivation regulatory styles displayed by research participants. Results indicate that students experienced various forms of extrinsic motivation during the project based on open pedagogy, with autonomous forms of regulation being more prevalent than controlled regulation. Interview data also suggest that agency plays a role in mediating the internalization of student motivation. Based on these findings, suggestions are provided to the design of assignments in general and open pedagogy specifically to enhance development of autonomous forms of motivation.
format	article
author	Eric Werth Katherine Williams
author_facet	Eric Werth Katherine Williams
author_sort	Eric Werth
title	What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
title_short	What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
title_full	What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
title_fullStr	What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
title_full_unstemmed	What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory
title_sort	what motivates students about open pedagogy? motivational regulation through the lens of self-determination theory
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/9834a50a70e8402db7a8caa3aa56973f
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What Motivates Students About Open Pedagogy? Motivational Regulation Through the Lens of Self-Determination Theory

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