Motivatin
Online Students
G
CTL 1799H, Summer 2014, Professor Karsten
Theories of learning
motivation
Psychologists have researched human motivation for many years and the literature is extensive. Some of these seem to offer useful insights about different aspects of online learning. (Ormond Simpson 2012, pp.77-80)
Self-Concordance Model
Epistemological Identity
Epistemological Identity Motivation Theory supports the contention that merely using course descriptions to try to get potential students on the right course may not be nearly enough to ensure their motivation.
Self-Determination Theory emphasizes the role of Autonomous Study Motivation, which implies that learners’ motivation depends on them having some freedom about their study behavior. This freedom is promoted by choice, participation in the processes of learning and recognition of the learner’s feelings, both positive and negative.
Self-Perceived Competence
According to Achievement Goal Theory, there are three different types of goals, Mastery Goals-associated with reaching competence; Performance Goals-associated with demonstrating competence to others; Performance Avoidance Goals-associated with avoiding looking inadequate. Research suggests that students with Mastery Goals tend to do best.
Self-Perceived Competence Theory suggests that helping students with unrealistic views of their competencies to develop a more rational view of themselves would help their motivation. But the theory does not seem to suggest ways in which this might be achieved.
Expectancy Value Theory suggests that a student’s learning motivation is equal to their assessment of their chances of succeeding at a task multiplied by the importance of the task to them. It’s important to ensure that, while students can be set challenging learning tasks, they perceive that those tasks are relevant to their final goals and not impossibly difficult for them.
The Self-Concordance Model suggests that for learning it is intrinsic and identified motivations that are the most effective. This may well accord with your own experience that it is students who enjoy what they are learning who are the most motivated.
Self-Determination
Achievement Goal
Expectancy Value
