Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent

Autor/inn/en	Hartnett, Maggie; St. George, Alison; Dron, John
Titel	Examining Motivation in Online Distance Learning Environments: Complex, Multifaceted, and Situation-Dependent
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 6, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Electronic Learning; Distance Education; Online Courses; Preservice Teachers; Elementary Education; Preservice Teacher Education; Learning Motivation; Student Characteristics; Educational Environment; Context Effect; Theories; Self Determination; Case Studies; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Motivation for studies; Lernmotivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Theory; Theorie; Selbstbestimmung; Case study; Fallstudie; Case Study; Neuseeland
Abstract	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. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10